It Takes a Community - Collaboration Between Adolescents, Parents & School Personnel - to “Raise” an Immigrant High School Graduate: An Ecological Perspective

Background and Purpose

Children of immigrants represent approximately 20% of those attending US schools.  Many face poor academic outcomes due to language barriers, acculturation stress, limited social networks.  While research has identified a role that the educational system can play for children, less is known about that role for adolescent immigrants.  Transition from adolescence to adulthood is culturally constructed, with a focus on identity issues reflecting adult roles and tasks.  Immigrant youth face multiple transitions.  In addition to those transitions that US adolescents experience as they enter young adulthood, immigrants are also transitioning into the dominant culture.

Many contexts or perspectives need consideration: adolescents, parents, teachers, and school personnel.  Parental factors can decrease involvement (unfamiliarity with US educational system) or support adolescent academic success (buffering of negative immigration experiences).  Effective strategies for teachers and school social workers that reflect culturally-sensitive approaches can promote successful academic performance.

 

Methods:

The research aims were to: (1)understand the perspectives and needs of immigrant adolescents, parents, teachers, school counselors and administrators and (2)identify collaborative efforts that can support adolescent academic success and transition after high school.  A community-based participation research model was employed, using a “co-learning” approach, shifting expertise to a shared position.  Study participants included students (n=24), parents (n=18), and school personnel (i.e., teachers (n=21), school social workers (n=2)), and principal (n=1) from a school in a large northeastern urban city where students were primarily immigrant adolescent English language learners.  Participants were recruited through flyers posted in school and follow-up e-mails.  Students were all immigrants; some teachers (45%) were from immigrant families.  Focus groups were conducted with adolescents, parents, and teachers.  In-depth interviews were conducted with school social workers and the principal.  Transcriptions from focus groups and interviews were coded thematically using NVivo; analyses were informed by grounded theory principles.

Results:

While language was an issue for students, more important was culture: US teachers and school personnel did not have a clear understanding of students’ culture, their immigrant experience and challenges in adjusting to the US.  Parents communicated a commitment to supporting their adolescent’s academic success but noted challenges in working with schools: school’s misunderstanding about their culture and religious beliefs, communication problems due to language and availability to meet with teachers, lack of familiarity with school services.  Identified needs were: assistance in understanding the US educational system and what a parent’s role was, help in connecting with other immigrant parents for support/advocacy.

The majority of teachers (60%) found it challenging to work with students, noting a “culture mismatch” with US culture and norms, communication issues with parents due to their work schedules and language barriers.  Needs included communication strategies with parents and information about students’ cultures.  Findings from interviews mirrored issues identified by parents and the importance of support networks for students and parents.

Conclusions & Implications

Findings underscore the importance of integrated understandings about the needs and “scaffolding” to support immigrant students’ academic success and positive transitions.  Implications point to the role that school social workers can have in addressing these issues.