We propose an integrative model for the adaptation of immigrant-origin children and youth that combines ecological with risk and resilience frameworks. Immigrant-origin children and youth are now, and will continue to be, a diverse and demographically important segment of all postindustrial nations' populations. Synthesizing evidence across psychological, educational, and sociological disciplines produced since the seminal publication of García Coll et al.'s (1996) model, along with significant events such as a global refugee crisis, a sociopolitical "deportation nation" climate, and heightened xenophobia, we provide a model for understanding the current conditions immigrant-origin children and youth encounter as they develop. This new integrative conceptual model for addressing positive frameworks for adaptation provides a culturally relevant approach for understanding both the risks and resilience of this population. The model was designed to inform practice and future research in the service of immigrant-origin children and youth. (PsycINFO Database Record

In this article, Carola Suárez-Orozco and colleagues investigate how to improve undocumented undergraduate student experiences across a variety of US campuses. The authors draw on a national survey of diverse undocumented undergraduates attending two- and four-year public and private institutions of higher education. Using an ecological framework that accounts for risk and resilience, Suárez-Orozco and colleagues provide insights into the challenges undocumented undergraduates face and the assets they bring as they navigate their educational contexts. The authors also consider the role of campuses in shaping these experiences and make recommendations, based on quantitative data and the perspectives of students, for creating undocufriendly campuses.

This mixed methods study explored dual identification among Muslim‐American emerging adults of immigrant origin. A closer look was taken at the relationship between American and Muslim identifications and how this relationship was influenced by experiences of discrimination, acculturative and religious practices, and whether it varied by gender. Data were gathered from 97 Muslim Americans (ages 18–25) who completed a survey and produced identity maps, a pictorial representation of hyphenated identities. The findings showed that young people found a way of allowing their Muslim and American identities to co‐exist, and only a small minority of the participants seemed to experience identity conflict. While religiosity was the only predictor of Muslim identification, young peoples’ identification with mainstream United States culture was predicted by discrimination‐related stress and acculturative practices. Gender moderated the relationship between Muslim and American identities in both survey measures and identity maps.

The present study examines the generational differences in the relation between acculturative stress and internalizing symptoms (i.e., anxiety and depression) with a sample of 304 urban residing first- and second-generation immigrant adolescents. In addition, the role of perceptions of social support-a critical element to healthy immigrant adolescent adaptation-is explored as a mediator of this relation. Results indicate that first-generation adolescents report more acculturative stress and internalizing symptoms than do second generation. Employing a moderated mediation framework (Preacher, Rucker, & Hayes, 2007), we find that perceptions of both emotional and academic social support mediate the relation between acculturative stress and internalizing symptoms for the first generation but not for the second. Our findings serve to expand the discourse of the "immigrant paradox" (García Coll & Marks, 2011).

In this article we share exploratory findings from a study that captures microaggressions (MAs) in vivo to shed light on how they occur in classrooms. These brief and commonplace indignities communicate derogatory slights and insults toward individuals of underrepresented status contributing to invalidating and hostile learning experiences. Our aim is to expand the ways in which we research and think about MAs in educational settings. Our data are drawn from structured observations of 60 diverse classrooms on three community college campuses. Our findings provide evidence that classroom MAs occur frequently—in nearly 30% of the observed community college classrooms. Although cultural/racial as well as gendered MAs were observed, the most frequent types of MAs were those that undermined the intelligence and competence of students. MAs were more likely to be delivered on campuses with the highest concentration of minority students and were most frequently delivered by instructors. We conclude by reflecting on the implications of these events for classroom climate and make recommendations for both future research and practice.