Home-School Partnerships and Mixed-Status Immigrant Families in the United States

Author(s):  
Hirokazu Yoshikawa
2018 ◽  
Vol 19 (3) ◽  
pp. 173-183 ◽  
Author(s):  
H. Kenny Nienhusser ◽  
Toko Oshio

The rise of the Trump regime has sparked xenophobic sentiments directed toward and heightened fears experienced by mixed-status immigrant families living in the United States. Using the Southern Poverty Law Center’s concept of “The Trump Effect”—how the election of Donald Trump has had a damaging impact on undocumented immigrants—the researchers reveal how the lives of 12 mixed-status families (16 youth and 16 of their parents/guardians) have been transformed. Implications of this investigation are significant given the current social and political landscapes and continual fear mixed-status families undergo in their plight for daily survival.


Author(s):  
Katherine E. L. Norris

The demographics in the United States are steadily changing. There has been a constant increase in the diverse families in schools. Often, culturally diverse and high-poverty families face more and/or different barriers to home-school partnerships than typical families. With parent involvement being so crucial to school and child success, effective education programs would benefit from learning to create partnerships with all families in authentic and meaningful ways. This chapter gives educators an overview of the challenges and the suggested practices for creating effective partnerships with diverse families.


2019 ◽  
Vol 89 (3) ◽  
pp. 448-472 ◽  
Author(s):  
CHRYSTAL A. GEORGE MWANGI

This article examines how sub-Saharan African families in the United States engage with high schools and the college-going process. Using qualitative methods and the concept of home-school dissonance, Chrystal A. George Mwangi shows how African immigrant families—one of the fastest-growing yet least-studied immigrant groups— develop educational strategies for the college-going process and how their children navigate differing educational expectations between school and home.


2016 ◽  
Vol 22 (3) ◽  
pp. 408-416 ◽  
Author(s):  
Sasha M. Rojas ◽  
Joseph G. Grzywacz ◽  
Martha I. Zapata Roblyer ◽  
Rebecca Crain ◽  
Richard C. Cervantes

2017 ◽  
Vol 5 (2) ◽  
pp. 417-430 ◽  
Author(s):  
Zoya Gubernskaya ◽  
Joanna Dreby

As the Trump administration contemplates immigration reform, it is important to better understand what works and what does not in the current system. This paper reviews and critically evaluates the principle of family unity, a hallmark of US immigration policy over the past 50 years and the most important mechanism for immigration to the United States. Since 1965, the United States has been admitting a relatively high proportion of family-based migrants and allowing for the immigration of a broader range of family members. However, restrictive annual quotas have resulted in a long line of prospective immigrants waiting outside of the United States or within the United States, but without status. Further policy changes have led to an increasing number of undocumented migrants and mixed-status families in the United States. Several policies and practices contribute to prolonged periods of family separation by restricting travel and effectively locking in a large number of people either inside or outside of the United States. On top of that, increasingly aggressive enforcement practices undermine family unity of a large number of undocumented and mixed-status families. Deportations — and even a fear of deportation —cause severe psychological distress and often leave US-born children of undocumented parents without economic and social support. A recent comprehensive report concluded that immigration has overall positive impact on the US economy, suggesting that a predominantly family-based migration system carries net economic benefits. Immigrants rely on family networks for employment, housing, transportation, informal financial services, schooling, childcare, and old age care. In the US context where there is nearly no federal support for immigrants' integration and limited welfare policies, family unity is critical for promoting immigrant integration, social and economic well-being, and intergenerational mobility. Given the benefits of family unity in the US immigrant context and the significant negative consequences of family separation, the United States would do well to make a number of changes to current policy and practice that reaffirm its commitment to family unity. Reducing wait times for family reunification with spouses and children of lawful permanent residents, allowing prospective family-based migrants to visit their relatives in the United States while their applications are being processed, and providing relief from deportation and a path to legalization to parents and spouses of US citizens should be prioritized. The cost to implement these measures would likely be minor compared to current and projected spending on immigration enforcement and it would be more than offset by the improved health and well-being of American families.


2018 ◽  
Vol 120 (11) ◽  
pp. 1-36
Author(s):  
Chrystal A. George Mwangi

Background/Context Children of immigrants are the fastest growing segment of the U.S. child population, and these children are increasingly entering the U.S. educational pipeline and seeking access to college. Gaining access to college in the United States requires college knowledge. Yet, obtaining college knowledge can be difficult for immigrant families, who may lack familiarity with the U.S. education system. Although one third of all immigrants possess a college degree, many earned their degree abroad or in the United States as international students and/or adult learners. Therefore, the children of college-educated immigrants may be the first in their family to seek access to college via the U.S. K–12 system. Purpose/Objective/Research Question/Focus of Study This study explores how African immigrant multigenerational families engage in college preparation. All families had at least one parent who had attained a college degree. In each family, the college-educated parent(s) either received their degree abroad or received their degree in the United States as an international student or adult returning student. The research questions are: How do immigrant families explain navigating the college-going process when their children are first in the family to prepare for college via the U.S. K–12 system? How do immigrant families describe their level of comfort with college preparation when their children are first in the family to prepare for college via the U.S. K–12 system? Research Design A qualitative, multiple case design was used. Findings/Results The findings demonstrate that although the children in this study were not first generation to college in a traditional sense, they experienced many of the same challenges. For the families in this study, the parents possessed institutionalized capital but often lacked what emerged as “U.S.-based college knowledge,” which impacted their experience with the college choice process. Conclusions/Recommendations Families’ lack of familiarity with the U.S. college preparation process (college testing, academic tracking, cost of college/financial aid) leads to a call for complicating concepts of “college knowledge” and “first generation” to college in a globalized society.


2013 ◽  
pp. 91-106 ◽  
Author(s):  
Zha Blong Xiong ◽  
Veronica Deenanath ◽  
Dung Mao

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