An integrative risk and resilience model for understanding the adaptation of immigrant-origin children and youth.

Suárez‐Orozco, Carola; Motti‐Stefanidi, Frosso; Marks, Amy K.; Katsiaficas, Dalal

doi:10.1037/amp0000265

Cited by 392 publications

(469 citation statements)

References 91 publications

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“…Clearly, immigration has been the single most prototypical context for HLD studied to date. If this focus continues, HLD researchers must familiarize themselves with the enormous yet varied ways in which the marginalizing, inequitable experience of migration deeply changes lives, all well investigated in the field of migration studies (McAuliffe & Ruhs, ; also, Suárez‐Orozco, Motti‐Stefanidi, Marks, & Katsiaficas, ). By seeking this knowledge about the specific migration context they set out to investigate, HLD researchers will be able to better judge what systemic barriers stemming from marginalization might need to be considered in their study design so as to more fully and rigorously account for HL learning.…”

Section: Hld As a Case Of Inequitable Multilingualismmentioning

confidence: 99%

The Study of Heritage Language Development From a Bilingualism and Social Justice Perspective

Ortega

2019

Language Learning

115

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Using the lenses of bilingualism and social justice, I reflect on relevant conceptual and methodological issues encountered in the study of the linguistic development of heritage language speakers. Themes examined include the early but varying timing of heritage language learning; the surrounding linguistic environment, including the link between parental input and linguistic outcomes and heritage language speakers’ bilingualism, multilingualism, and multilectalism; the framing of literacy in the minority language; and the unique and language‐shaping experience of minoritization, often an outcome of immigration. I argue that bilingualism is gradient and that better measurement of relevant variables—particularly those related to timing, input/exposure, and literacy—can invigorate the study of heritage language development and make new and more robust insights possible. I propose that heritage speakers and their languages must be understood as connected to minoritized communities and to the experience of inequitable multilingualism.

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Section: Hld As a Case Of Inequitable Multilingualismmentioning

confidence: 99%

The Study of Heritage Language Development From a Bilingualism and Social Justice Perspective

Ortega

2019

Language Learning

115

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“…The YCCS derives from an acculturation developmental psychological framework [5,12], rather than from Berry's model of acculturation strategies [13] to better represent the experiences of developing youths in multicultural contexts.…”

Section: The Phenomenon Of Culture Competencementioning

confidence: 99%

Culture competence and mental health across different immigrant and refugee groups

et al. 2020

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Background: Over the last decades, due to high rates of immigration, many high-income countries have witnessed demographic shifts towards more cultural diversity in the population. Socio-economic deprivation and traumatic experiences pre-migration contribute to a high risk for mental health problems among immigrant background youth. Moreover, when adapting to the multi-cultural contexts of the resettlement countries they face several acculturation demands, which may also affect their mental health in adaptive or hazardous ways. One of these acculturation tasks involves developing the cultural competence necessary to thrive and participate socially within the heritage and the majority cultural domains. From a public mental health perspective, it is important to have thorough knowledge about acculturation-related risk and protective factors. However, this responsibility has been challenged by a lack of acculturation measures that are theoretically linked to mental health, and target the cultural competencies of immigrant background youth. Therefore, the current study aimed at examining if a construct of peer-related culture competence, operationalized in the Youth Culture Competence Scale (YCCS), captured the same competence-phenomenon across different language, age, and immigrant groups in two immigrant-receiving countries. The scale includes two dimensions: one of heritage, and one of majority peer-related culture competence. Methods: Self-report questionnaire data were collected from 895 unaccompanied refugees and 591 immigrant background high school students in Norway, and from 321 immigrant university students in the United States. To examine if the measure assessed the same phenomenon of peer-related culture competence across these three multi-ethnic samples with an age range from 13 to 28, we examined its measurement equivalence. Additionally, we examined if the association between peer-related culture competence and depressive symptoms was similar in these groups. Results: Confirmatory factor analyses supported the proposed two factor structure of the YCCS across the three samples. The structural equation model assessing the effects of heritage and majority culture competence on depressive symptoms confirmed that each culture competence dimension had a unique association with depressive symptoms across the samples. (Continued on next page)Conclusions: We conclude that the YCCS is a robust acculturation measure that may be included in public health studies of mental health among multi-ethnic refugee and immigrant samples of varied ages.

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“…The most recent model, the integrative risk and resilience (IRR) model for immigrant child adaptation, is one of the most comprehensive models to account for the full complexity of acculturation within development (Suárez‐Orozco, Motti‐Stefanidi, Marks, & Katsiaficas, ). This model is organized primarily by contextual levels of influence, including four major nested levels: within the individual (e.g., social‐position variables such as gender, ethnicity, socioeconomic status, sexual orientation, and legal status), within microsystems (e.g., family, school, peers), within political‐social contexts of reception (e.g., national attitudes and policies regarding immigration), and within global forces (e.g., climate change, poverty, conflict on a transnational or global scale).…”

Section: Evolving Models Incorporating Acculturation and Developmentmentioning

confidence: 99%

The Evolution of Acculturation and Development Models for Understanding Immigrant Children and Youth Adjustment

Juang

Syed

2019

Child Dev Perspectives

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Acculturation and developmental theories and frameworks have merged steadily to portray the development and adaptation of immigrant children more comprehensively. In this article, we trace this evolution to show how research has increasingly provided greater specificity in identifying the domains, dimensions, and contexts of acculturation processes, as integrated with greater concern for developmental principles. Although models have become more complex and comprehensive, we still need well-formulated theoretical explanations for the many processes that link development with acculturation and subsequent adjustment. We argue that novel developmental and acculturation concepts could advance specific lines of research situated in these complex models. By continuing to integrate developmental science and acculturation research more explicitly, we can arrive at a clearer and more complete understanding of how immigrant children and youth adapt across the lifespan.We live in an age of global migration (Castles, de Haas, & Miller, 2016). While migration can afford children and families opportunities to thrive and develop new competencies, it also carries risks of marginalization and exclusion. Addressing these challenges requires a deep understanding of how immigrant children develop and adjust in their new countries. Over the last 2 decades, acculturation and developmental models and theories have merged steadily to offer increasingly comprehensive ways to understand how immigrant children adapt. In this article, we describe the evolving integration of major acculturation and developmental models, and then suggest new paths forward. EVOLVING MODELS INCORPORATING ACCULTURATION AND DEVELOPMENTThe concept of acculturation has been at the cornerstone of understanding adjustment of immigrant children and youth. On an individual level, acculturation refers to how individuals change and adapt as a result of longer term, continuous contact with a new culture (Ward & Geeraert, 2016). One of the most generative acculturation frameworks has been Berry's two-dimensional model (Berry, 1980(Berry, , 2003, which addresses the degree to which individuals orient toward the majority culture and the heritage culture. Berry's writings on acculturation have been updated as the study of acculturation expanded, with several key concepts remaining constant (Berry, 2008). Berry consistently emphasized the great individual variation in acculturation strategies and adaptation, and highlighted the need to understand nested contexts-that is, that individuals live in groups that exist in communities and countries with varying national policies and attitudes regarding immigration. Thus, acculturation strategies were not just orientations on an individual level, but were influenced by and also occurred on an ethnocultural group level, societal level, and global level (Berry, 2003(Berry, , 2008. Nonetheless, in research, this contextual complexity was often lost in translation because most studies focused on individual-level acculturation strategies, ...

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An integrative risk and resilience model for understanding the adaptation of immigrant-origin children and youth.

Cited by 392 publications

References 91 publications

The Study of Heritage Language Development From a Bilingualism and Social Justice Perspective

The Study of Heritage Language Development From a Bilingualism and Social Justice Perspective

Culture competence and mental health across different immigrant and refugee groups

The Evolution of Acculturation and Development Models for Understanding Immigrant Children and Youth Adjustment

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