Abstract

While educators may be well positioned to support unaccompanied immigrant youth, there is limited interdisciplinary research focused on understanding the complexity of youth’s experiences in US schools. The purpose of this qualitative, interview-based study was to better understand how youth’s transnational experiences pre-, during, and post-migration affected their school-based experiences, and to explore how schools supported them. Participants included ten unaccompanied immigrant youths from Central America and six key informants who worked with youth in a professional capacity. Findings indicate that youth experienced multiple challenges including stressful and traumatic events, barriers to mental health and legal services, and unfamiliar cultural and linguistic norms that sometimes were not recognized or understood by their teachers and schools. The youth also brought important resources, such as high expectations and aspirations and strong connections to family and community. School-based experiences that built from youth’s resources and motivations (e.g., through school-community partnerships and responsive classroom practices) had the potential to enhance belonging, community connections, and wellness. More interdisciplinary research is needed to develop and support school-based practices and partnerships in consultation with youth that build from knowledge of their particular resources and challenges.

摘要

虽然教育工作者可能能够很好地支持无人陪伴的移民青年，但很少有跨学科研究专注于了解美国学校青年经历的复杂性。这项基于访谈的定性研究的目的是更好地了解青年在迁移前、迁移期间和迁移后的跨国经历如何影响他们的学校经历，并探索学校如何支持他们。参与者包括十名来自中美洲的无人陪伴的移民青年和六名以专业身份与青年一起工作的关键线人。调查结果表明，青年经历了多重挑战，包括压力和创伤事件、心理健康和法律服务障碍、以及他们的老师和学校有时不承认或理解的不熟悉的文化和语言规范。年轻人还带来了重要的资源，例如高期望和抱负以及与家庭和社区的紧密联系。以青少年的资源和动机为基础的学校体验（例如，通过学校-社区伙伴关系和响应式课堂实践）具有增强归属感、社区联系和健康的潜力。需要更多的跨学科研究来发展和支持以学校为基础的实践和伙伴关系，与青年协商，从他们的特定资源和挑战的知识中建立起来。以青少年的资源和动机为基础的学校体验（例如，通过学校-社区伙伴关系和响应式课堂实践）具有增强归属感、社区联系和健康的潜力。需要更多的跨学科研究来发展和支持以学校为基础的实践和伙伴关系，与青年协商，从他们的特定资源和挑战的知识中建立起来。以青少年的资源和动机为基础的学校体验（例如，通过学校-社区伙伴关系和响应式课堂实践）具有增强归属感、社区联系和健康的潜力。需要更多的跨学科研究来发展和支持以学校为基础的实践和伙伴关系，与青年协商，从他们的特定资源和挑战的知识中建立起来。