Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes

Abstract

This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers' discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children's self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.

Influence of Perceived Racial Discrimination on the Health of Immigrant Children in Canada

“…We report findings from the two data collection points of the NCCYS, a national, longitudinal study of children whose families emigrated to six urban centers in Canada (George and Bassani 2013 , 2015 ; George et al 2012 ; Bassani and George 2012 ; Beiser et al 2010 , 2011 ; Oxman-Martinez and Choi 2014 ; Oxman-Martinez et al 2012 ). Our analysis includes data from individuals who settled in the metropolitan Vancouver area from six ethnic groups: Mainland China, Hong Kong, the Philippines, Iran, Afghanistan, and the Punjab who were interviewed at both Times 1 and 2 of the NCCYS.…”

“…Associations between perceived racism and mental health, socioemotional development, or behavioral outcomes have been found in the child and youth literature (Bécares et al 2015;Tran 2014;Priest et al 2013;George et al 2012;Pachter and Coll 2009), with recent studies also examining academic performance (Oxman-Martinez and Choi 2014;Oxman-Martinez et al 2012). Halim et al (2013) found perceived language-based discrimination to be associated with more frequent visits to the doctor for child-related sickness, with ethnic group attachment being a mitigating factor.…”

“…In spite of the extensive literature linking racial discrimination and health outcomes, limited research has been conducted on the effect of racial discrimination on the health of immigrant children, though an emerging literature is aimed at understanding its effects (Bécares et al 2015 ; Tran 2014 ; Oxman-Martinez and Choi 2014 ; Priest et al 2013 ; Halim et al 2013 ; Beiser et al 2012 ; George et al 2012 ; Oxman-Martinez et al 2012 ; Pachter and Coll 2009 ; Finch et al 2000 ; Fisher et al 2000 ). Associations between perceived racism and mental health, socioemotional development, or behavioral outcomes have been found in the child and youth literature (Bécares et al 2015 ; Tran 2014 ; Priest et al 2013 ; George et al 2012 ; Pachter and Coll 2009 ), with recent studies also examining academic performance (Oxman-Martinez and Choi 2014 ; Oxman-Martinez et al 2012 ). Halim et al ( 2013 ) found perceived language-based discrimination to be associated with more frequent visits to the doctor for child-related sickness, with ethnic group attachment being a mitigating factor.…”

Longing for a sense of belonging—Somali immigrant adolescents’ experiences of their acculturation efforts in Sweden

“…A sense of belonging at school, ‘the extent to which students feel personally accepted, respected, and included by others in the school environment” (Goodenow, 1993 , p. 80), has been found to improve adolescents’ well-being and social and academic development (Jose et al, 2012 ; Khawaja et al, 2018 ; Kia-Keating & Ellis, 2007 ). However, school can also be a place where immigrant adolescents might experience social exclusion and perceived discrimination, which can in turn affect their psychosocial and academic adjustment (Goodenow, 1993 ; Oxman-Martinez & Choi, 2014 ).…”

“…Adolescents who feel more connected to their teachers and school have been reported to be more motivated to attend school (Close & Solberg, 2008 ), which, in turn, has been associated with better academic achievement, higher self-efficacy levels, and less depression (Kia-Keating & Ellis, 2007 ). Regrettably, research indicates that immigrant adolescents have experienced perceived discrimination by teachers (Mansouri & Kamp, 2007 ; Oxman-Martinez & Choi, 2014 ). Family and specifically parents are, of course, not detached from this school inclusion phenomenon; parental support contributes positively to adolescents’ school belonging, psychological well-being and academic achievement (Trickett & Birman, 2005 ).…”