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Bridging Cultural Identities: Examining Newcomer’s Post-Secondary School Integration Experiences Through an Arts-Based Ethnographic Approach
Emerging Adulthood ( IF 1.830 ) Pub Date : 2021-07-07 , DOI: 10.1177/21676968211027674
Jessica F. Saunders 1 , Michelle Zak 2 , Emily Matejko 2 , Anusha Kassan 3 , Rabab Mukred 2 , Alissa Priolo 2
Affiliation  

Many modern emerging adults undertake the task of identity development while navigating life on a post-secondary campus, where they assimilate to new social and learning environments. Emerging adult newcomers (i.e. immigrants) must navigate additional developmental challenges as they reconcile their cultural, ethnic, and personal identity development simultaneously while facing systemic barriers to post-secondary integration. We employed an arts-based engagement ethnography to investigate the post-secondary integration experiences of 10 emerging adults from a person-first perspective. Through cultural probes, individual semi-structured interviews, and focus groups, we identified four key structures to participants’ integration experience: fitting in (through assimilation and accommodation), biculturalism, managing familial expectations, and being a newcomer in the classroom. This research clarifies the key experiences shaping young newcomer identity development and highlights the profound ways in which young newcomers negotiate and reconcile their intersecting identities while integrating into new education contexts following migration.



中文翻译:

桥接文化身份:通过基于艺术的民族志方法检查新移民的中学后融入体验

许多现代新兴成年人在适应新的社会和学习环境的大专校园生活的同时,承担了身份发展的任务。新兴的成年新移民(即移民)必须应对额外的发展挑战,因为他们要同时协调他们的文化、种族和个人身份发展,同时面临高等教育融入的系统性障碍。我们采用了一种基于艺术的参与民族志,从以人为本的角度调查了 10 名新兴成年人的高等教育整合经历。通过文化探索、个人半结构化访谈和焦点小组,我们确定了参与者融入体验的四个关键结构:适应(通过同化和适应)、双文化、管理家庭期望、并成为课堂上的新人。这项研究阐明了塑造年轻新移民身份发展的关键经验,并强调了年轻新移民在融入新的教育环境的同时,协商和协调其交叉身份的深刻方式。

更新日期:2021-07-07
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