[PDF] Cultural Barriers And Help Seeking Practices And Beliefs Among Immigrant Origin Emerging Adult Community College Students eBook

Author : Carola Suárez-Orozco
Publisher : Teachers College Press
Page : 241 pages
File Size : 13,32 MB
Release : 2019-07-26
Category : Education
ISBN : 080776194X

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This groundbreaking volume is the first to concentrate specifically on the experiences, challenges, and triumphs of immigrant-origin community college students. Drawing on data from the Research on Immigrants in Community College Study (RICC), it looks at what community colleges can do to better help this growing population of new Americans succeed.

Author : Carola Suárez-Orozco
Publisher : Teachers College Press
Page : 241 pages
File Size : 15,5 MB
Release : 2019
Category : Education
ISBN : 0807778036

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This groundbreaking volume is the first to concentrate specifically on the experiences, challenges, and triumphs of immigrant-origin community college students. Drawing on data from the Research on Immigrants in Community College Study (RICC), chapters highlight the unique needs of these students, the role of classrooms and campus settings, out-of-class time spent on campus, the importance of relationships, expectations versus outcomes, and key recommendations for policy and practice. The text integrates an array of important topics, including developmental challenges, language learning, the undocumented student experience, microaggressions, counseling center use, and academic engagement. Above all, this book looks at what community colleges can do to better help this growing population of new Americans succeed. “This book is a gift of hope and possibility to all of us who know that community colleges are the pathway to educational opportunity and equity for the students who, in the not too distant future, will be the face of America.” —Estela Mara Bensimon, director of the Center for Urban Education, USC Rossier School of Education “Offers detailed analysis and concrete recommendations on how community colleges could better serve students from immigrant backgrounds. It is a must-read for policymakers and practitioners in the field.” —Randy Capps, Migration Policy Institute Contributors: Cynthia M. Alcantar, Stacey Alicea, Saskias Casanova, Janet Cerda, Natacha Cesar-Davis, Monique Corral, Tasha Darbes, Sandra I. Dias, Edwin Hernández, Heather Herrera, Juliana Karras Jean-Gilles, Dalal Katsiaficas, Guadalupe López-Hernández, Margary Martin, Alfredo Novoa, Olivia Osei-Twumasi, McKenna Parnes, Sarah Schwartz, Sukhmani Singh, Cecilia Rios-Aguilar, Carola Suárez-Orozco, Marcelo Suárez-Orozco, Robert Teranishi

Author : Blake R. Silver
Publisher : Cambridge University Press
Page : 493 pages
File Size : 26,95 MB
Release : 2024-05-31
Category : Education
ISBN : 1009408259

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Explores the higher educational journeys of students of immigrant origin, providing policy, practice, and research implications.

Author : Dalal Chrysoula Hanna Katsiaficas
Publisher :
Page : 208 pages
File Size : 44,12 MB
Release : 2015
Category :
ISBN :

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Immigrant-origin college students (those who have immigrated to the US and those who are children of immigrants) are a growing population. Currently, a third of all college-age young people in the US are first- or second-generation immigrants (Rumbaut & Komaie, 2010). Despite their growing numbers, very little attention has been paid to their experiences during this developmental phase. Classic developmental theory suggests that this time of life, referred to as Emerging Adulthood, is characterized as a time of self-focus and ambivalence toward adult status for young people in post-industrialized nations (Arnett, 2006). For many immigrant-origin students, however, their experiences of this time of life can vary significantly from the native-born population (Katsiaficas, Suárez-Orozco & Dias, 2014). Arriving to diverse college settings (Teranishi, Suárez-Orozco & Suárez-Orozco, 2011) immigrant-origin students often struggle to define themselves as they contend with acculturating to mainstream values and norms while simultaneously maintaining a sense of home cultural values such as family interdependence (Tseng, 2004). Furthermore, there are significant increases in levels of family obligation values (Fuligni & Pedersen, 2002) as well as community engagement (Flanagan & Levine, 2010) during this developmental period. How both of these types of social responsibilities (Wray-Lake & Syvertsen, 2011) are experienced in the lives of immigrant-origin students has hereto been understudied. This mixed-methods dissertation addresses these gaps in the literature through three iterative studies that utilized both a sequential embedded and multiphase design (Creswell & Plano Clark, 2011). Study 1 explores, through mixed-methods, how immigrant-origin community college students (N = 645) identify and achieve criteria of adulthood. Findings suggest multiple responsibilities are key during this phase of life as young adults form their identities. Next, Study 2 quantitatively examines profiles of engagement in family and community responsibilities through cluster analysis with (N = 488) first- and second-generation immigrant community college students. Qualitative case studies contextualizing each cluster profile provide insight into how these social responsibilities are experienced in the lives of students. Lastly, Study 3 examines quantitative trends of engaging in social responsibilities with a national sample of undocumented Latino college students (N = 797). Qualitative portraits from a participatory action research project utilizing verbal (interview) and visual (family-map) narratives of undocumented college students in California provide a deeper understanding of the value of "collective contribution" in undocumented students' lives. Taken together, these three studies have implications for understanding and supporting immigrant-origin students in the various college contexts they are embedded within.

Author : Eugenio M. Rothe
Publisher : Oxford University Press
Page : 297 pages
File Size : 12,10 MB
Release : 2020-02-17
Category : Medical
ISBN : 0190661720

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What will the ethnic, racial and cultural face of the United States look like in the upcoming decades, and how will the American population adapt to these changes? Immigration, Cultural Identity, and Mental Health: Psycho-social Implications of the Reshaping of America outlines the various psychosocial impacts of immigration on cultural identity and its impact on mainstream culture. Thoroughly researched, this book examines how cultural identity relates to individual mental health and should be taken into account in mental health treatment. In a time when globalization is decreasing the importance of national boundaries and impacting cultural identity for both minority and mainstream populations, the authors explore the multiple facets of what immigration means for culture and mental health. The authors review the concept of acculturation and examine not only how the immigrant's identity transforms through this process, but also how the immigrant transforms the host culture through inter-culturation. The authors detail the risk factors and protective factors that affect the first generation and subsequent generations of immigrants in their adaptation to American society, and also seek to dispel myths and clarify statistics of criminality among immigrant populations. Further, the book aims to elucidate the importance of ethnicity and race in the psycho-therapeutic encounter and offers treatment recommendations on how to approach and discuss issues of ethnicity and race in psychotherapy. It also presents evidence-based psychological treatment interventions for immigrants and members of minority populations and shows how psychotherapy involves the creation of new, more adaptive narratives that can provide healing, personal growth, and relevance to the immigrant experience. Throughout, the authors provide clinical case examples to illustrate the concepts presented.

Author : Rich Furman
Publisher : Oxford University Press, USA
Page : 0 pages
File Size : 43,87 MB
Release : 2010-06-15
Category :
ISBN : 9780190616496

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Latinos are now the largest ethnic minority population in the United States and still they encounter a great deal of misunderstanding, prejudice, and discrimination. Utilizing a strengths-based perspective, Social Work Practice with Latinos addresses the unique needs of this diverse population. Written by practitioners and scholars from many disciplines, this book discusses social issues of consequence to Latinos and specific strengths and risk factors of the Latino community. They then offer methods that utilize these strengths to ensure a culturally-competent approach to practice with Latino populations. Each chapter is accompanied by key questions for personal and group reflection to facilitate discussion and understanding of these vital themes. The editors have nearly three decades of combined experience working with Latino populations inside and outside the United States. Drawing on this experience, they integrate these varied perspectives to prepare students and practitioners for practice with this richly diverse community.

Author : Reynolds Farley
Publisher : Russell Sage Foundation
Page : 476 pages
File Size : 44,27 MB
Release : 2005-09-08
Category : Social Science
ISBN : 1610442008

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For more than 200 years, America has turned to the decennial census to answer questions about itself. More than a mere head count, the census is the authoritative source of information on where people live, the types of families they establish, how they identify themselves, the jobs they hold, and much more. The latest census, taken at the cusp of the new millennium, gathered more information than ever before about Americans and their lifestyles. The American People, edited by respected demographers Reynolds Farley and John Haaga, provides a snapshot of those findings that is at once analytically rich and accessible to readers at all levels. The American People addresses important questions about national life that census data are uniquely able to answer. Mary Elizabeth Hughes and Angela O'Rand compare the educational attainment, economic achievement, and family arrangements of the baby boom cohort with those of preceding generations. David Cotter, Joan Hermsen, and Reeve Vanneman find that, unlike progress made in previous decades, the 1990s were a time of stability—and possibly even retrenchment—with regard to gender equality. Sonya Tafoya, Hans Johnson, and Laura Hill examine a new development for the census in 2000: the decision to allow people to identify themselves by more than one race. They discuss how people form multiracial identities and dissect the racial and ethnic composition of the roughly seven million Americans who chose more than one racial classification. Former Census Bureau director Kenneth Prewitt discusses the importance of the census to democratic fairness and government efficiency, and notes how the high stakes accompanying the census count (especially the allocation of Congressional seats and federal funds) have made the census a lightening rod for criticism from politicians. The census has come a long way since 1790, when U.S. Marshals setout on horseback to count the population. Today, it holds a wealth of information about who we are, where we live, what we do, and how much we have changed. The American People provides a rich, detailed examination of the trends that shape our lives and paints a comprehensive portrait of the country we live in today. A Volume in the Russell Sage Foundation Census Series

Author : Marlene Celia Cohen
Publisher : VDM Publishing
Page : 0 pages
File Size : 21,6 MB
Release : 2008-04
Category : Community college students
ISBN : 9783836492065

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A growing and often-ignored population in colleges and universities is local international students. Local international students (LIS) are defined as non-visiting-visa students who may be refugees, immigrants or other permanent residents, and possibly citizens, but who identify with another country, were raised in another country's traditions, and were schooled for many years in another country. Regardless of their immigrant status, their commonality is unfamiliarity with the local country's culture or specifically with its higher education culture. This population is seldom researched and faces many challenges which are often overlooked on college campuses. This case study shares focus group research of students and knowledgeable faculty, staff and administrators describing students' perceived barriers to learning, and then practical institutional, classroom and co-curricular solutions. The results can inform colleges and universities of the needs to address to support LIS students' academic success, of student services and academic responses to those needs, and of activities to involve LIS students in strengthening international education for all students.