Newcomer Youth Research Articles

“I wasn’t trained for ELD”: The experiences of bilingual content-area teachers

ABSTRACT This study explores the experiences of two Spanish-English bilingual content-area teachers of newcomer youth at a comprehensive high school in South Los Angeles. Both teachers criticized school demands to develop language while teaching content for several reasons. This qualitative study examines their critiques and their use of Spanish in their English-medium classroom as a transformational resistance strategy. One-on-one interviews reveal the challenges content-area teachers face when teaching newcomer youth as well as the benefits of leveraging their home languages. This study calls for greater attention to develop and support in-service teachers’ understanding and use of translanguaging practices.

Evaluation of the Teaching Recovery Techniques intervention among newcomer students in Swedish schools: a randomised controlled trial turned into a feasibility study

BackgroundDuring recent years, Europe has faced the arrival of migrants whereof a considerable group of youth present mental health problems, such as symptoms of post-traumatic stress disorder (PTSD). Schools offer a safe environment for mental health interventions to these groups, yet there is limited research on the impact of school-based interventions addressing mental health problems in newcomer youths, especially in the Swedish context. This cluster randomized controlled trial (RCT) aimed to explore the effectiveness of the Teaching Recovery Techniques (TRT) intervention among newcomer students with PTSD symptoms in Swedish secondary schools.MethodsNine schools were randomly assigned to TRT or a wait list control group prior to the baseline assessment. Follow-up data were collected immediately following the intervention and three months post-intervention. In total, 531 students were approached, of which 61 gave consent and were eligible to be included in the study: 55 in TRT and 6 in the control condition. Given the low number of participants in the control condition, we merely analyzed students who had received TRT.ResultsWe report on feasibility of recruitment, data collection, intervention delivery and intervention effectiveness. In terms of intervention effectiveness, within subjects ANOVAs revealed significant reductions in PTSD symptoms and general mental health problems from baseline to the three months-follow-up (p < 0.001).ConclusionsOur results indicate that TRT is a promising school-based intervention for newcomer students with PTSD symptoms. For a successful implementation of TRT in the school context, schools need to be engaged and the implementation should be managed by a local coordinator.Trial registrationISRCTN, ISRCTN48178969, Retrospectively registered 20/12/2019.

“Understand What the Feelings of the Student Must Be:” Newcomer Youths’ High School Integration Experiences

The present study was grounded in a social constructionist epistemology with an integrative social justice lens. It highlights the perspectives of one group – that of newcomer youth – from a collective case study exploring the phenomenon of school integration across multiple collaborators in one designated high school. As school integration is a central component in the lives and experiences of newcomer youth, this study aimed to provide insights and lessons learned directly from this group as they were integrating into a high school in Western Canada. In line with the epistemology and research design, the research prioritized participant voices with the goal of affecting change within the designated high school. The central research question guiding this study was: How do participants perceive and describe their experiences of integrating into high school? To address this question, semi-structured, qualitative interviews were conducted with 13 newcomer high school students between the ages of 15 and 19. Upon conducting a thematic analysis on the interview transcripts, five salient themes were developed, including (a) the stress of acculturation, (b) language transition, (c) making connections, (d) navigating academics, and (e) renegotiating life. In this manuscript, the inter-relationship between these themes is discussed in a manner that captures the complex, multifaceted process of school integration. Relatedly, implications are presented.

School-Based Behavioral Health Programming for Newcomer Youth: A Scoping Review

ObjectiveNewcomer youth experience health disparities in accessing behavioral health services. School-based mental health programming is proposed a potential solution to address these disparities. The present study uses a scoping review methodology to examine the state-of-the-art of the evidence base for school-based mental health programming for newcomer youth. Studies were categorized into a tiered typology using the framework established by the National Center for School Mental Health. MethodsSeveral databases were examined as well as the results of one scoping and two systemic recent reviews. ResultsA total of 37 studies were included in the present analysis, over half from the last decade. Most studies were conducted in the United States and Europe, and most programs were focused on mental health promotion and wellness (Tier 1) or were multi-tiered. Programming for younger children, especially those in early childhood settings, were underrepresented. ConclusionsWhile the literature is promising regarding programming for newcomer youth, particularly the advent of complex multi-tiered programming, many gaps still remain. For example, most programs do not provide information on how programming was adapted for different groups of newcomers with different cultural and contextual needs. Tier 1 programs lack theoretical foundations or theories of change in the design of programming. Further, more research is needed for a group with rising numbers across high- and middle-income countries, particularly for programming targeting early and middle childhood.

Weaving many threads: Reflections on data analysis and rigour in arts-based engagement ethnography

This paper explores the value of Arts Based Engagement Ethnography (ABEE) when working with people from vulnerable or minoritized communities. ABEE is situated at the juncture of social justice theory, arts-based methods, and critical ethnography. Through a worked example of a study with newcomer youth, we demonstrate how artistic probes, interviews, and group discussions can be combined in a rich multimodal analysis. In addition, we bring attention to aspects of rigour and ethics throughout the analysis. We conclude by reflecting on our process of maintaining rigour, and invite readers into contending with questions of rigour that we encountered.

Affordances of Multilingual and Multimodal Literacy Engagements of Immigrant High School Students: A Scoping Review

This article presents a scoping review of literacy research that employs multilingual and multimodal literacy narratives and discussions as tools for enabling immigrant youth to explore their intersectional identities and experiences of inequality. It encourages a re-examination of emerging educational/societal issues, incorporating these interventions as a catalyst for discussion. Utilizing a descriptive-analytic approach for data extraction, this scoping review has mapped out prevailing trends in the literature, research methodologies employed, and the types and objectives of multilingual and multimodal literacy interventions. The findings underscore a growing trend over the past decade in adopting multilingual and multimodal literacy interventions with immigrant youth, often employing collaborative research approaches such as participatory action research. The most frequently utilized multilingual and multimodal texts in such studies include digital storytelling materials (comprising images and video), spoken word poetry, photographs, and bilingual books. These interventions are typically designed to (a) encourage youth to express their knowledge, experiences, and identities; (b) examine and address educational and societal issues and opportunities; and (c) challenge dominant ideologies, practices, and discourses through the voices of immigrant youth. The review discusses the transformative possibilities for immigrant youth and encourages rethinking the language learning, literacy, and curriculum process. The data advocates for eclectic approaches and interventions to help newcomer youth understand their lived experiences and societal issues and encourages educators to respond in kind.

Refugee and Immigrant Youth Leaders: Strengths, Futurity, and Commitment to Community

This study explored the Youth Leadership/Peer Tutoring program at Refugee and Immigrant Transitions (RIT), a community-based non-profit organization in Northern California. It includes 12 semi-structured interviews with refugee and immigrant youth leaders. Bringing together works on Community Cultural Wealth (with the addition of Migration Capital) and Critical Refugee Studies collectively as a conceptual framework, this study highlights three themes: (a) commitment to community, family, and giving back; (b) encouraging communication and cultivating a pan-newcomer community; and (c) leadership as commitment to community and positive, collective futurities. Data support a strengths-based framework when working with refugee and immigrant youth as they transition and adjust to their new school environments and communities. All 12 participants were refugee and immigrant newcomer youth who participated as youth leaders/peer tutors in RIT’s Youth Leaders/Peer Tutoring program. Countries of origin included Burma (Karen), Bhutan, Nepal, China, and El Salvador. As scholars and practitioners in the field, we are seeing an increased need and demand for more scholarship in this area through a strengths-based lens, as evidenced by calls from educators and school/district administrators requesting support and resources. We submit this article at a time of growing numbers of immigrant and refugee youth in schools in the United States, including non-diverse school environments that are unprepared (and sometimes unwilling) to receive newcomer youth. Our hope is for this study to reveal possibilities for extending welcome and mutual support through a strengths-based lens within diverse newcomer peer learning environments.

Development and evaluation of the IPLAY program: A protocol for a mixed-methods feasibility study targeting newcomer youth.

Physical Literacy (PL) is a synthesis construct that ties together movement competencies with affective, motivational, and knowledge-based elements. It is considered foundational to the development of physical activity-related outcomes. Many diverse organizations and programs have embraced the concept and are implementing programs targeting each of those core elements. However, research has lagged behind its interest and adoption. Among the more prominent gaps is the design and evaluation of programs that aim to increase PL within special populations such as new immigrants or refugee youth. The Immigrant-focused Physical Literacy for Youth (IPLAY) program is a co-developed evidence-informed 8-week PL program designed for new immigrant and refugee youths who have recently settled in Calgary, Alberta, Canada. This study aims to use a convergent parallel mixed-methods approach to collect, analyse, and interpret quantitative and qualitative data in the evaluation and iteration of the IPLAY program. PL programs can be used as a tool to build confidence and physical competencies among newcomer youth. Furthermore, academic-community collaborations in the design and delivery of PL programs can help improve the access and interest for PL programs among newcomer youth. These partnerships are critical and timely considering the recent and upcoming waves of immigration to "arrival cities" across Canada.

Acceptability of a Healthy Relationships Program with Newcomer Youth: A Comparative Case Study with Three Newcomer-Serving Agencies

This research explored the acceptability of an evidence-informed healthy relationships program with newcomer youth at three newcomer-serving agencies. Utilizing mixed methods in an embedded multiple case study design, qualitative and quantitative data were collected from seven facilitators, three administrators, and 20 youth recipients from three agencies. Findings suggested the program is promising in terms of acceptability and fit as facilitators and youth recipients enjoyed the program and felt the content was relatable to youths’ experiences. Stakeholders also shared recommendations for tailoring content and activities to be more accessible and culturally meaningful for newcomer youth.

Perceptions from Newcomer Multilingual Adolescents: Predictors and Experiences of Sense of Belonging in High School.

Recently arriving to US schools, 405 immigrant adolescents in a large, urban high school shared backgrounds and perspectives on what variables and sociocultural factors contributed to their sense of belonging in their new school. This study occurred in 2019-2020 and examined belonging during a xenophobic socio-political climate. This study examines what predictors and experiences, if any, contributed to belonging for a large population of multilingual, newcomer youth. This research extends the body of literature to include a large, linguistically and culturally diverse, adolescent newcomer population to test hypotheses that gender, GPA, grade level, employment status, relationships, and family factors impact belonging. In this descriptive, single-site case study of newcomers enrolled in an International Academy (IA), semi-structured online interviews (N = 14) and a survey (N = 391) were utilized. Anchored with Goodenow's belonging definition and scale, quantitative data analysis included regression analysis to reveal three demographic belonging predictors. Qualitative data analysis leveraged emergent coding of newcomer comments to surface five belonging contributing factors. Results indicated that females had higher sense of belonging scores, while students of smaller language groups and students paying rent had statistically significantly lower scores. Additionally, five sociocultural school factors emerged that contributed to belonging: support networks, language, participation opportunities, safety, and recognition. Conclusions resulted for improving secondary school structures, practices, and climate to cultivate belonging for newcomers. Directly from students, this study presents educators with opportunities to ensure newcomers feel included, accepted, and valued through peer support networks, post-secondary preparation, and linguistic, emotional, and physical safety.

Food insecurity, nutrition insecurity, and self-reported health among newcomer Manitoba youth: A cross-sectional study

ABSTRACT Many youth in Manitoba are not food secure. Newcomer youth may be more vulnerable to food insecurity. Further, it has been suggested that being food secure does not ensure a nutritionally adequate diet. This study examined survey data from 1,347 grade nine students to describe and compare food security by newcomer status. Survey data were also used to compare the dietary intakes, eating behaviors, and self-reported health of newcomer youth by food security status. Food security status between newcomer and non-newcomer youth was not significantly different, however, being food secure was not enough to have optimal nutritional health and well-being.

Access to Support Services for Newcomer Youth Through the Process of School Integration: A Critical Narrative Literature Review.

While the numbers of newcomer youth continue to grow in Canada, few studies have sought to critically capture experiences of school integration and access to school-based psychosocial support services during their transition. Guided by a critical social justice lens, this research seeks to investigate issues of inequity due to the marginalization of newcomer youth in schools. The intent of this critical narrative review is to summarize, interpret, critique, and synthesize what is currently known about the ways newcomer youth access and experience school-based psychosocial support services (S-BPSS) throughout the process of school integration. This paper presents the critical narrative literature review process, a discussion of the themes that emerged from the review, and a discussion of the literature within the context of school integration. The following themes that underscore the experiences of newcomer youth accessing school-based psychosocial support services were identified: (a) underutilization/discrimination, (b) culture shift, (c) transition planning, and (d) lived experience. Important directions for future research, including the importance of studies that prioritize the perspectives of newcomer youth themselves and the implications of their lived experience for S-BPSS are provided.

Perceptions and Experiences of Pakistani-Descent Female Adolescents Living in Canada, on Developing Sexuality and Self-Identity

Immigrant adolescents make up a substantial proportion of newcomers to Canada. Most newcomer youth from South Asia aged 15 to 24 are from racialized “visible minority” backgrounds. The sexual health needs of female immigrant adolescents in Canada have been largely unmet and have increased in magnitude over the last few years. For immigrant female adolescents, the silence around issues of sexuality needs can affect their physical, emotional, sexual health, and overall well-being as well as their ability to reach their full potential. Evidence suggests that immigrant adolescents lack sexual and reproductive health knowledge and use fewer sexual health-related services and sex education resources than non-immigrant youth. In Pakistani immigrant adolescents, this difference appears to be associated with socio-cultural and religious practices. The purpose of this study was to qualitatively explore the experience of developing sexuality and its relationship to well-being in middle- to late-female adolescents of Pakistani-descent, living in a large urban area in Canada. The study aimed to establish space for dialogue and to bridge the perceived cultural divide on issues of sexuality using the postmodern feminist lens, which often arises between individuals from different cultural backgrounds. Using the interpretive descriptive methodology, a purposive sample of 21 female adolescents who were of first- or second-generation Pakistan-descent was obtained. Participants included female adolescents aged from 14 to 19 years. Data were collected using a semi-structured interview guide and a timeline. A total of 21 first interviews and seven follow up interviews were conducted. The narratives and timelines presented in this study tell the story of female Pakistani adolescents, their narratives, and the timelines reflect the complexities of the sexuality of female adolescents and how they perceive and attribute meanings to their experiences. The study found that living in a bicultural world can cause significant stress and anxiety among female adolescents, especially when making personal life decisions related to sexuality. Moreover, silence around all aspects of female sexuality negatively affects the capacity for desire and pleasure. In addition, the intersection of gender and patriarchy have created layers of power and oppression in adolescent lives that tightly control their sexuality. The participants’ stories reveal the complex interaction of factors that influence the behavior of female adolescents related to sexuality and sexual health. These findings establish the need for cultural awareness while viewing each girl’s experience in relation to the intersectionality of social spheres such as race, ethnicity, culture, and religion. Finally, this study provides implications to policymakers to revise the existing policies and create youth-friendly policies for immigrant youth to draw attention to the hidden voices of female adolescents and increase the awareness of ways to address issues arising in evolving sexuality.

“We Don’t Live In Jungles”: Mediating Africa as a Transnational Socio-Spatial Field

Background/Context: Amid rising immigration from the African continent to the United States, researchers have begun to explore the transnational identities and networks of African immigrants. There is a small body of literature about whether educational supports for immigrant youth are differentiated to address the particularities of African immigrant youth. Purpose/Objective/Research Question/Focus of Study: Transnational theories presume that subjects use social networks to connect home and diaspora. They are encountering both perceived and lived social spaces to navigate belonging in and across space. This study asks, “How do youth from the African continent mediate transnational belonging in NYC?” Studying the experiences of youth has implications for the curricular and extracurricular spaces of schools wherein newcomer youth navigate how to belong in the diaspora. Population/Participants/Subjects: Research participants are 19 newcomer African youth from Centrafrique, Cote d’Ivoire, Ethiopia, Guinea, Mauritania, Niger, and Senegal. Most of the youth are multilingual and speak French and English as third or fourth languages. Research Design: This qualitative study draws from participatory action research and visual methods. The study was conducted with Sankofa Club, a weekly afterschool student-led club. In the club, students responded to stereotypes by producing websites about the continent and carrying out research within the club to compare their homes and share their migration stories. Findings/Results: The article presents “Africa” as a Mediated Transnational Space, produced by hegemonic structures, that youth mediate as they connect homes. The study finds that youth wrestled with their identification as African. It reexamines transnationalism and positions Africa as a social field through which youth are produced (come to be) as African subjects, redress their belonging to that field by contributing their own symbols and experiences, and use it as they navigate an Africa-in-NYC that does not adhere to continental boundaries. Conclusions/Recommendations: Educators can support the belonging to home, Africa, and the United States by representing Africa as a generative space in curriculum and social practices.

Youth-identified Considerations for Programming to Support Newcomers’ Healthy Development: A Group Concept Mapping Study

BackgroundThere is a well-documented need for more responsive promotion and prevention programming for young immigrants and refugees in the context of mental health and healthy development. Incorporating the voice of newcomers in the development of promotion and prevention efforts could assist in producing culturally-relevant materials and improve program outcomes.ObjectiveOur goal was to utilize youth voice to identify considerations for developing programming to support newcomer youths’ healthy development.MethodsWe employed mixed methods and analyzed data using concept mapping. A total of 37 newcomers between the ages of 14 and 22 participated in focus groups to share their ideas for creating programming that would focus on relationships and well-being. Relevant responses were collated, cleaned, and generated into unique statements, and then sorted individually by 26 youth into thematically similar categories. We used multidimensional scaling and hierarchal cluster analysis to produce a concept map.ResultsSix concepts, in rank order of importance, emerged as follows: create a space for sharing; discuss relational issues; teach strategies for adjusting to a new country; teach wellness skills; have feel-good activities; and plan for diversity.ConclusionsParticipants’ lived experience and their own attendance in programming at newcomer organizations assisted them in brainstorming what types of activities, topics, and skills would be helpful for other newcomer youth, as well as considerations for facilitators implementing such programming. Promotion and prevention efforts intended for newcomer youth may benefit by incorporating ideas from the concept map.

School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers

This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them.

“I wish every day was Saturday”: Newcomer youth and program facilitators’ experiences of a community-based resettlement program during the COVID-19 pandemic in Montreal

During the COVID-19 pandemic, many crucial services for youth shifted to online delivery. Yet, little is known about the processes of providing online support to newcomer youth from the perspective of the service users. Say Ça! is a community-based organization in Montreal that supports newcomer youth through language tutoring and cultural activities. Photo journals by six newcomer 12–17-year-olds and group interviews with 11 program facilitators explored how the pandemic affected the youth’s experiences participating in Say Ça!. Findings highlight key elements of online learning program delivery essential to the youth’s engagement during the pandemic. Notably, adopting a relationship-centered approach that strengthened one-on-one tutor-youth relationships and a youth-centered approach that offered a space of self-expression, academic support, and leisure parting from the youth’s interests. Strategies developed by community-engaged organizations are essential to develop adequate services that respond to the changing needs of their populations in the context of a crisis.

Supporting Newcomer Youth Through the Process of School Integration in Canada: A Brief Report Highlighting Student Voices

Given that an increasing number of newcomer youth enter high schools in Canada each year, educational settings are faced with the challenge of creating programming and policies that promote a positive integration process. As part of a larger study that examined the integration experiences of newcomer youth, four participants were asked to offer advice for other newcomer students and for professionals working with this group and suggestions of ways to improve the current educational system. Analysis of these suggestions revealed four themes: (a) forming connections, (b) support from professionals, (c) appropriate placement, and (d) provision of additional resources and information. These themes highlight areas in which newcomer youth are lacking support and provide practical solutions to ensure that newcomer youth feel more connected to their schools and communities and supported through the process of school integration.

“You Have to be Resilient”: A Qualitative Study Exploring Advice Newcomer Youth Have for Other Newcomer Youth

Research infrequently includes the perspectives of vulnerable and marginalized youth. As the population of newcomer youth in Canada continues to grow, it is imperative that attention is devoted not only to challenges they experience, but also to resilience factors they perceive to support their adjustment and well-being. To address this gap, this qualitative research explored newcomer youths’ experiences and advice for other newcomer youth who have recently arrived in Canada. Thirty-seven newcomer youth from two medium-sized cities in Ontario participated in focus groups. Participants ranged from 14 to 22 in age and identified mostly as female refugees from the Middle East. Through thematic analysis, five overarching themes were found across groups: (1) moving to a new country is hard, (2) maintain a healthy mindset, (3) take an active role in the adjustment process, (4) stay true to who you are, (5) and you are not alone. Youth described hardships that make moving to a new country difficult including lack of belonging due to racism and bullying, insufficient orientation to new systems, language barriers, and high levels of stress. Findings demonstrated youths’ resilience, coping skills, and strategies to lead meaningful lives. Youth discussed resilience strategies such as maintaining a connection with home culture and religion, reframing thinking to be positive, receiving emotional support, accessing community support at newcomer agencies, and building language proficiency. Findings provide implications for professionals working with newcomer youth and reflect the importance of addressing structural barriers and racism. The opportunity for newcomer youth to share experiences as experts in research may also help to promote resilience.

I Don't Know If the Plane Has Really Landed: Flanbwayan Members on the Challenges, Omissions, and Potential of Culturally Responsive, Sustaining Education in NYC Public Schools

This interview centers the voices of four Black women of immigrant origin, all of them members of the Flanbwayan Haitian Literacy Project, a community-based organization formed 15 years ago in New York City to promote cultural pride and biliteracy in newcomer youth. In this paper, two administrators and two youth participants are in conversation with each other as they reflect on their cross-generational experiences with culturally responsive and sustaining education in schools, share models of welcoming and culturally sustaining school cultures, and offer advice to educators on the types of dispositions and knowledge required to implement this education model with fidelity. They share the particular challenges they experienced as emergent bilingual students in their online learning classes, their concerns for the remainder of the year, and their hopes for the future.