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) 2022 APA, all rights reserved).

中文翻译：

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“每个人都合作并走到一起”：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意已经渗透到学校环境中，为移民 (IO) 学生创造了有毒的氛围（罗杰斯，特朗普时代的学校和社会，2019 年，加州大学洛杉矶分校的民主、教育和准入研究所） . 通过青年参与行动研究 (yPAR)，本研究定性地检验了一类新兴双语 (EB) 学生如何通过设计、实施和评估全校范围的计划来促进更具包容性的学习环境。在这里，我们考虑学生如何在公民发展方面经历成长，以及他们如何应对项目期间遇到的阻力。方法 目前的研究在东北部的一所 IO 多数高中进行，由 EB 班 (n = 20) 及其老师领导。参与者如下：平均 16.5 年；60% 女性；和 65% 的拉丁裔、30% 的黑人和 5% 的混血（黑人-拉丁裔）。收集了记录学生经历的多个数据源（包括每周学生反思和民族志领域笔记），然后使用开放编码进行主题分析。结果 参与的学生展示了公民发展，证明如下： 越来越相信该计划可以产生积极的变化；增强与同学的联系感；并增加对未来公民参与的承诺。尽管如此，一些参与者在披露他们的移民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，其他人对他们的一些同龄人和老师表现出的冷漠感到失望。结论 合作研究可以支持 IO 青年的公民发展，但是，遇到和产生的阻力说明了可能的挑战，以确保其利益。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。