Objective: This research study examined how psychological distress, self-esteem, and academic performance differ across at-risk, temporary, and stable immigration statuses and whether fear of one's own deportation and that of family members is associated with psychological distress. Method: We surveyed 150 community college students (51% female; M age ϭ 22.7, SD age ϭ 2.4) with 3 types of immigration statuses: stable (citizen), temporary (Deferred Action for Childhood Arrivals [DACA] and visa), and at-risk of deportation (undocumented). One-way analyses of covariance examined whether fear of deportation, psychological distress, self-esteem, and academic performance varied across immigration statuses. Regression analyses examined the associations among fear of deportation for self and for family members, depression, and isolation and alienation. Results: Participants with at risk and temporary statuses reported higher fear of deportation for self, fear of family members being deported, psychological distress, and higher self-esteem than those with stable status. Academic performance did not differ across immigration statuses. Within the temporary status, DACA students experienced higher anxiety, isolation, and alienation than other temporary status students. Fear of deportation for self and family members predicted depression and isolation and alienation. Both regression analyses controlled for age, sex, region of origin, hours of work, hours of sleep, and socializing per day. Conclusion: The study provides new insights into how immigration status influences the psychological well-being of community college students and introduces a quantifiable framework to better understand the construct of fear of deportation.
Objective of Protocol: The primary objective of this protocol is to record the process of conceptualizing a semi-structured interview protocol, training enumerators on the protocol, collecting data, translating findings into English, and analyzing data in English and Bengali, in a study of family socialization among a stateless and conflict-affected population, Rohingya refugees, in Cox’s Bazar, Bangladesh. Research Questions of Study: (1) What are the socialization goals that mothers have for their children, and how do they perceive these goals in relation to their future or current roles as caregivers? (2) What are parents’ experiences with their children’s participation in Humanitarian Play Labs (education/child care provisions in the camps), and what are their perceptions of how their child’s participation in the programs has influenced their child/family? (3) What were the experiences of parents with their children as they migrated from Myanmar to Bangladesh? Design of Study: The design of the study involved a qualitative grounded theory approach based on an analysis of the participants’ responses to a semi-structured interview protocol. Study population: Participants included a purposive sample of 28 mother/father dyads in the Rohingya camps in Cox’s Bazar.
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