OBJECTIVES In recent years, increased anti-immigrant hostility has trickled into school settings creating toxic climates for immigrant-origin (I-O) students (Rogers, School and society in the age of trump, 2019, UCLA's Institute for Democracy, Education, and Access). Through youth participatory action research (yPAR), this study qualitatively examined how a class of Emerging Bilingual (EB) students aimed to promote more inclusive learning environments by designing, implementing, and evaluating a school-wide program. Here, we consider how the students experienced growth in their civic development as well as how they contended with resistances encountered during the project. METHODS The current study took place at a majority I-O, northeastern high school and was led by an EB class (n = 20) and its teacher. Participants were as follows: on average 16.5 years; 60% female; and 65% Latinx, 30% Black, and 5% mixed-race (Black-Latino). Multiple data sources documenting the students' experiences were collected (including weekly student reflections and ethnographic field notes) and then thematically analyzed using open coding. RESULTS Participating students demonstrated civic development as evidenced through: growing confidence that the program could generate positive change; enhanced sense of connection toward their classmates; and increased commitment to future civic engagement. Nonetheless, some participants demonstrated initial trepidation in both disclosing their migration stories as well as the potential efficacy of engaging in the project. Furthermore, others were disappointed by the disinterest displayed by some of their peers and teachers. CONCLUSIONS Collaborative research can support I-O youths' civic development, though, the resistances encountered and engendered illuminate possible challenges to ensure its benefits. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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“每个人都共同合作，走到一起”：yPAR在驱逐出境时代对移民学生的公民承诺（和陷阱）。

目标近年来，越来越多的反移民敌对情绪渗透到学校环境中，给移民（IO）学生创造了有毒的气候（王牌时代的罗杰斯，学校和社会，2019年，加州大学洛杉矶分校的民主，教育和获取研究所） 。通过青年参与性行动研究（yPAR），该研究定性地研究了一批新兴双语（EB）学生如何通过设计，实施和评估全校计划来促进更具包容性的学习环境。在这里，我们考虑学生在公民发展中的经历以及他们在项目过程中遇到的阻力如何抗衡。方法目前的研究是在东北高中的多数IO上进行的，由EB班（n = 20）及其老师主持。参加者如下：平均16.5年；女性60％；和65％的Latinx，30％的Black和5％的混血（Black-Latino）。收集了记录学生经历的多个数据源（包括每周的学生反思和民族志记录），然后使用开放式编码进行了主题分析。结果参加活动的学生表现出公民的发展，这可以通过以下方式得到证明：对该计划可以产生积极变化的信心增强；增强与同学的联系感；并增加了对未来公民参与的承诺。但是，一些参与者在公开他们的迁移故事以及参与该项目的潜在功效时表现出最初的恐惧。此外，其他人对某些同伴和老师表现出的无趣感到失望。结论协作研究可以为IO青少年的公民发展提供支持，但是，遇到和产生的阻力说明了确保其收益的可能挑战。（PsycInfo数据库记录（c）2021 APA，保留所有权利）。