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Immigrant youth who do not attend schools in the United States fare poorly on many standard measures of well-being, such as educational attainment, English language ability, earnings, health insurance coverage, and poverty status. Most federal and state dollars spent on youth do not reach these young people because the dollars go through educational institutions they do not attend. If policymakers wish to improve the well-being of this very vulnerable young immigrant population, traditional school systems are not likely to be a place to reach them. A federal program, the Migrant Education program (MEP), aims to serve out-of-school immigrant youth as a part of its mission, as do a few local and state programs. This report describes the population of out-of-school immigrant youth in California and the subset of this group served by MEP. The report uses census data to describe this population and then turns to program data from two regions in California's Migrant Education Program. these data not only help us understand educational backgrounds, socioeconomic needs, and academic goals more thoroughly than do the census data, but they also help us understand how the populations in the two regions may differ. Analyses of these data also lead us to suggest some changes to MEP for out-of-school immigrant youth, such as ways to target services, improve future data collection, and enhance program organization.
Pushing the boundaries of Asian American educational discourse, this book explores the way a group of first- and second-generation Hmong students created their identities as new Americans in response to their school experiences.
This book is a collection of digital narratives and personal essays written by twenty-one immigrant and refugee high school students from thirteen countries who reside in Atlanta.
This practical classroom resource helps teachers address the needs of students with non-parallel schooling, and immigrant English learners who are two or more years below grade level when they enter secondary school. It addresses standards and high stakes testing, arguing that teachers need specialized knowledge to assess English learners in literacy and academic content. This book also features an introduction to the theoretical reasons for the commitments, which are contextualized within historical and political developments within education programs for English learners. It then goes on to show how teachers can use the commitments in practice within real classroom settings for teaching English language arts, science, social studies, and math to English learners. --From publisher's description.
Illegal. Undocumented. Remedial. DREAMers. All of these labels have been applied to immigrant youth. Using a combination of engaging narrative and rigorous analysis, this bookexplores how immigrant youth are included in, and excluded from, various sectors of American society, including education. Instead of the land of opportunity, immigrant youth often encounter myriad new borders long after their physical journey to the United States is over. With an intimate storytelling style, the author invites readers to rethink assumptions about immigrant youth and what their often liminal positions reveal about the politics of inclusion in America. Book Features: Engaging case studies that capture the lived experiences of immigrant youth, from secondary school and beyond.A cohesive analysis of how immigration law, education, and health intertwine to shape possible life pathways.Descriptions of educational practices that both support and disempower newcomer immigrant students.Recommendations for interrupting day-to-day practices that privilege some and disadvantage others. Lisa (Leigh) Patel is an associate professor of education at Boston College. She has been a journalist, a teacher, and a state-level policymaker. “Over coffee, tears, and laughter, I spent a delightful morning stunned at the beauty of Leigh Patel’s writing and swept up in the pages of Youth Held at the Border, a piercing analysis of how laws move under the skin and penetrate the soul and a tragicomedic musical of young people improvising lives at the dangerous intersection of U.S. immigration, criminalization, education, and welfare policies.” —From the Foreword by Michelle Fine, Graduate Center, CUNY “Poignant and insightful. . . . After reading this book it will no longer be possible to use code words like ‘undocumented’ and ‘illegal’ to keep these young people silenced and confined to the shadowy world of fugitives.” —Pedro Noguera, Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development, Executive Director,Metropolitan Center for Urban Education, New York University “Lisa Patel is both ethnographer and poet in telling stories of anguish and desperation, but in the end, stories of hope and survival. All teachers, and anyone who cares about the future of our nation, must read this book.” —Sonia Nieto, Professor Emerita, School of Education, University of Massachusetts “Patel brings into compelling focus and with love young people who are all around us yet not wholly seen. This is an essential read for all educators and for youth, many who will recognize themselves and their peers in her narrative.” —Susan E. Wilcox, SEW Consulting, community and university educator, writer
Immigrant children and youth are the fastest-growing segment of the U.S. population, and so their prospects bear heavily on the well-being of the country. Children of Immigrants represents some of the very best and most extensive research efforts to date on the circumstances, health, and development of children in immigrant families and the delivery of health and social services to these children and their families. This book presents new, detailed analyses of more than a dozen existing datasets that constitute a large share of the national system for monitoring the health and well-being of the U.S. population. Prior to these new analyses, few of these datasets had been used to assess the circumstances of children in immigrant families. The analyses enormously expand the available knowledge about the physical and mental health status and risk behaviors, educational experiences and outcomes, and socioeconomic and demographic circumstances of first- and second-generation immigrant children, compared with children with U.S.-born parents.
A powerful and challenging look at what “success” and belonging mean in America through the eyes of Latino high schoolers. This book challenges dominant representations of the so-called American Dream, those “patriotic” narratives that focus on personal achievement as the way to become an American. This narrative misaligns with the lived experience of many first- and second-generation Latino immigrant youth who thrive because of the nurture of their loved ones. A story of social reproduction and change, The Succeeders illustrates how ideological struggles over who belongs in this country, who is valuable, and who is an American are worked out by young people through their ordinary acts of striving in school and caring for friends and family. In this eye-opening book, Andrea Flores examines how ideological struggles over who belongs in this country, who is valued, and who is considered to be an American are worked out by young people through ordinary acts of striving in school and caring for friends and family. Through examining the experiences of everyday Latino high school students—some undocumented, some citizens, and some from families with mixed immigration status—Flores traces how these youth, in the college-access program Succeeders, leverage educational success toward national belonging for themselves and their families, friends, and communities. These young people come to redefine what it means to belong in the United States by both conforming to and contesting the myth of the American Dream rooted in individual betterment. Their efforts demonstrate that meaningful national belonging can be based in our actions of caring for others. Ultimately, The Succeeders emphasizes the vital role that immigrants play in strengthening the social fabric of society, helping communities everywhere to thrive.
This book offers an innovative look at the pre- and post-migration educational experiences of immigrant young adults with a particular focus on members of the Latino community. Combining quantitative data with original interviews, this book provides an engaging and nuanced look at a population that is both ubiquitous and overlooked, challenging existing assumptions about those categorized as ‘dropouts’ and closely examining the historical contexts for educational interruption in the chosen subgroup. The combination of accessible prose and compelling new statistical data appeals to a wide audience, particularly academic professionals, education practitioners and policy-makers.
One child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know? Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests. For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys? The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.