Interdisciplinary Perspectives on the New Immigration

Suárez‐Orozco, Marcelo M.; Suárez‐Orozco, Carola; Qin-Hilliard, Desirée

doi:10.4324/9781315054216

Cited by 9 publications

(16 citation statements)

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“…Education faces challenges in preparing students for an increasingly globalised world, as they need to develop new skills, knowledge, values, morals, and competencies, all of which are different to those of prior generations (Suárez-Orozco and Qin-Hilliard, 2004). UNESCO (2014) has made global education a key priority (see Goren and Yemini, 2017), although the guidelines provided are vague, theoretical, and do not address issues of class and context.…”

Section: Literature Reviewmentioning

confidence: 99%

Uncovering the Knowledge Box: Exploring Cross-Cultural Perspectives on the Intersectionality of Race, Skin Colour and Class in Education

Patel,

Walker

2023

Jnl of Research in Internatl Education

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This study highlights the importance of providing a global education so that students are prepared for and aware of the wider world. The study explored the lived experiences of Adult Cross-Cultural Kids within education, and their cross-cultural perspectives on how the intersectionality of race, skin colour and class impacts life in and out of school. The key highlights include that education needs to better prepare students for the world; ensure that students are aware of people, places and events globally; provide different perspectives and critical discourse; and that internationalism should be embedded within the workforce, pedagogy and learning culture. Participants in the study also highlighted the impact of cultural inequality on their own learning. This study suggests that cultural bias and hierarchy within existing curricula, pedagogy and institutional cultures should be addressed by increasing diversity and intercultural competence to embrace and harness different cultures, perspectives and epistemologies.

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Section: Literature Reviewmentioning

confidence: 99%

Uncovering the Knowledge Box: Exploring Cross-Cultural Perspectives on the Intersectionality of Race, Skin Colour and Class in Education

Patel,

Walker

2023

Jnl of Research in Internatl Education

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“…Studies have also reported that refugees and immigrants who arrive in the United States face problems in areas of race, ethnicity, religion, cultural differences and encounter various forms of discrimination (Asali, 2003; Rumbaut, 1994; Suárez-Orozco, 2012; Suá rez-Orozco and Suárez-Orozco, 2009). Chenane (2017) investigated the perceptions of African refugees toward police in two American cities.…”

Section: Literature Reviewmentioning

confidence: 99%

“We Need Psychological Support”: the information needs and seeking behaviors of African refugees in the United States

Hassan

Wolfram

2020

AJIM

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PurposeThe purpose of this study is to examine the information needs and seeking behaviors of African refugees in the Midwest United States. The research also investigates the sources participants consulted and their satisfaction with their information seeking and the information found.Design/methodology/approachThis qualitative research study recruited 18 African refugees to participate in one or more data collection modes used in the study (questionnaire, interview, focus group). The data were analyzed using qualitative open, axial and selective coding approaches to identify themes.FindingsThe analysis of the data collected provides evidence that refugees had specific information needs centered on housing, health care, employment and education. They were not necessarily satisfied with the information they were able to find. Participants reported initially relying heavily on their caseworkers as sources of information when they first arrived in the United States until they were able to establish larger networks of contacts, which then expanded their information behaviors.Research limitations/implicationsThe number of participants and regional focus of the study do not allow for generalization of the findings to all African refugees in the United States. Still, the findings shed light on how to better serve the information needs of African refugees to help them adjust to life in their new environment.Practical implicationsThe findings of the study provide guidance for agencies that assist African refugees in adjusting to life in the United States.Originality/valueThis study represents one of the few investigations of the information needs and seeking behaviors of African refugees in the United States.

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“…In addition, visible minority immigrants in the United States, especially those with marginalized social and cultural identities (e.g., people of color and Muslim youth wearing a hijab), have been vulnerable to isolation stre ss as a result of discrimination and alienation (Ellis et al, 2020). These experiences have negatively impacted the sense of belonging and the ethnic identity of immigrant youth and led to increased withdrawal, anxiety, and depressive symptoms (Goforth et al, 2016; Khouri, 2016; Suarez‐Orozco et al, 2012). Furthermore, past research suggested that those who immigrated before the age of 13 are also more vulnerable to mental health problems (Alegria et al, 2007; Fuligni & Perreira, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Approximately 2.2 million immigrant children are currently in the grade K‐12 system in the United States (Zong et al, 2019); schools have been identified as the ideal setting to reach target populations (Franco, 2018; Sullivan & Simonson, 2016). While there is an increasing need for programs that support newcomer students during their initial years of drastic transitions, such services are still lacking in urban and underfunded public schools (Suarez‐Orozco et al, 2012; Yeh et al, 2018). In addition, these school districts have also encountered a shortage of bilingual mental health counselors with appropriate training to assist immigrant students (Chen et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Feasibility, acceptability, and preliminary findings of a school‐based intervention for recently arrived immigrant middle‐school students

Pei‐Wen

Torres

Akoto

2023

Psychology in the Schools

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The Cultural Adjustment Group is a pilot school-based group intervention for recently arrived immigrant middle school students. This study examined the feasibility, acceptability, and provided preliminary assessment data to guide future intervention research. Seventy (Male, n = 43; Female, n = 27) immigrant students who were Spanish-speaking, Arabic-speaking, and Bangla-speaking (ages 10-16, M = 13.17) from an urban school district in the Northeastern United States participated in this intervention. Pre and postgroup surveys and exit-group interviews were conducted to evaluate the program. The findings demonstrated this intervention has good feasibility and high acceptability by the participants. The Bangla-speaking group reported higher levels of clinical symptoms and perceived discrimination at pretest and reported a clinically significant reduction in clinical symptoms and acculturative stress at posttest. There were no clinically significant changes in the other two groups. The results offer guidance for future implementation of school-based intervention for newcomer students.

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Interdisciplinary Perspectives on the New Immigration

Cited by 9 publications

References 0 publications

Uncovering the Knowledge Box: Exploring Cross-Cultural Perspectives on the Intersectionality of Race, Skin Colour and Class in Education

Uncovering the Knowledge Box: Exploring Cross-Cultural Perspectives on the Intersectionality of Race, Skin Colour and Class in Education

“We Need Psychological Support”: the information needs and seeking behaviors of African refugees in the United States

Feasibility, acceptability, and preliminary findings of a school‐based intervention for recently arrived immigrant middle‐school students

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