Fostering Belonging: Impacts of Immigration on Newcomer Youth and Families
Thu, March 7, 6:00 to 7:30pm, Zoom Rooms, Zoom Room 101Proposal
Abstract:
Immigration continues to lead headlines, policy discussions, political campaigns, and lack of communicative truthfulness as a controversial topic wrought with misinformation (Hameleers & Van der Meer, 2020). This study focuses on immigrant students who have recently arrived in the United States—or newcomers—and their families. There is much power in protest and busting myths about reasons to migrate, treatment of immigrant families, and the flaws in the immigration systems. In this descriptive case study, utilizing a large administration of a survey and interviews, 405 adolescent students who had recently arrived in the United States shared experiences that led to a sense of belonging in their large urban high school. This study details how family separation and reunification, financial responsibilities, value of education, and pride impact school family engagement efforts. The impact of immigration on families and school considerations for supporting immigrant families will be shared. Study outcomes include student-proposed best practices for family engagement and innovative solutions for educators, including strategies to include families in home countries and to support the wellbeing of newly arrived students and families.
Objectives
Family engagement with a student’s education is well-recognized as one of the most important factors in a student’s academic success (Henderson & Mapp, 2002; Epstein, 2001). School practices, systems, and structures either promote or hinder family partnership (Cohen-Vogel et al., 2010; Epstein & Lee, 1995). The purpose of this study was to describe the importance of family engagement for newly arrived immigrant students, or newcomers, to schools in urban settings and dispel myths and misinformation around newcomer families. The term “newcomers” in this chapter describes newly arrived immigrant students whose home language is not English (Short & Boyson, 2012).
This study presents current demographic data and provides recommendations for family engagement gathered from newcomer youth themselves. Family engagement in a student’s education is more critical in the context of immigration (Carreón et al., 2005; Chávez-Reyes, 2010; Lopez, 2001) with family separation and reunification (see Table 1 and Figure 1). Many recently arrived immigrant students enter U.S. schools speaking the language of their homes and countries. This presents a challenge for schools that are historically founded on monolinguistic standards and teachers who are often underprepared to meet the needs of these diverse learners (APA Presidential Task Force on Immigration, 2013; Darling-Hammond et al., 2016; Ee & Gándara, 2020; Rubinstein-Avila & Lee, 2014; Walker et al., 2004).
Additionally, this study challenges traditional notions of family involvement, such as PTA meetings, bake sales, or open houses and instead proposes creative, multilingual engagement ideas that move beyond school walls and country borders. It is more important than ever that schools critically examine their structures, practices, climate, and actions to foster a sense of belonging and a warm welcome (Allen & Kern, 2017), especially for newcomers and their families (Gonzalez & Padilla, 1997; Motti-Stefanidi & Masten, 2017; Suárez-Orozco et al., 2009).
Theoretical framework
This study draws on sociocultural theory, originating from Vygotsky (1978). Newcomers and their families are adjusting to a new country, a new language, a new culture, and a new school (Suárez-Orozco et al., 2008) and do so with the support of other people in a social environment. Additionally, students are acculturating to new spaces and learning language and rigorous content in collaboration with their peers (Short & Boyson, 2012). Interactions between peers, families, school staff, and school structures play an important role in promoting a sense of belonging (Allen & Kern, 2017; Cartmell & Bond, 2015). Consequently, a sense of belonging can affect newcomers’ personal and psychological well-being (Allen & Kern, 2017; Correa-Valez et al., 2010; Khawaja et al., 2017; Kia-Keating & Ellis, 2007; Walton & Cohen, 2011).
Methods
Case study research was utilized in this study, employing a holistic, single-site design (Yin, 2018). In the larger study, the phenomenon of interest was Goodenow’s (1993) definition of sense of belonging for adolescents. This study gathered data solely from immigrant youth, and no other participants, through a large administration of a survey and semi-structured interviews. Data was coded utilizing NVivo for emergent then a priori themes of belonging (Allen & Kern, 2017). While the survey and interviews were for student participants, their families were often included in open-ended responses.
The participant population were newly arrived immigrant students whom: (a) arrived in the United States within the last three years, (b) were between 14 and 22 years old, (c) English was not his/her native language, (d) scored between one and three as measured by the WIDA assessment of English proficiency, (e) may have interrupted formal education (SIFE), and (f) may be refugees, asylum seekers, or undocumented. Because of these characteristics, this is a rare population (de Leeuw et al., 2008). The demographics of the participants were proportionally representative to the overall student population in the program by gender, grade level, home language, and age.
Outcomes
Educators have a tremendous responsibility to help students reach their full potential by honoring, valuing, advocating for, and inspiring the whole child. It is vital to understand that students are not disassociated from their families upon crossing borders or even entering the school building; families are a critical partner in student academic success and hold tremendous funds of knowledge (Moll et al., 1992), especially about their student. Educators can also combat misinformation and politization by pausing, seeking accurate information about, and building authentic relationships with their school’s newcomer families. Three student-proposed best practices emerged from a study of 405 newcomers in a large, urban high school (see Author, 2022). The recommendations are designed for practitioners in schools who engage with families or education researchers who support educators with family engagement. For each recommendation, specific examples and steps for implementation from the study site will be included in the paper presentation. Participants will also hear student voices describing their recommendations in the paper presentation. This study shows how student and family voices and perspectives can help shape school contexts and designing—or redesign—systems for family engagement and work towards combatting false beliefs.