Sketching Unseen Lives of Immigrant Children between Home and School

This study explores the relationship between food and identity in a sample of ethnically diverse 1.5 and second generation Canadians residing in Toronto. The primary question of this research is what challenges do immigrant children face around "ethnic food" in the home and school settings and how do they affect immigrant children's ethnic identity as adults. This paper is an extension of a study by Lessa and Rocha (2007) that examined how food mediates the processes of settlement and new identity formation in newly immigrated women to Toronto. I applied the authors' thematic analysis to the data from this study to compare the similarities and differences of experiences with "ethnic food" between immigrant women and immigrant children. Food studies provide a window into the lives of immigrant children who experience othering processes in mainstream Canadian society and occupy a difficult space in between the dominant and their parents' cultures.

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Nourishing place? : immigrant children's "ethnic food" experiences

10.32920/ryerson.14648709.v1 ◽

2021 ◽

Author(s):

Kerith Paul

Keyword(s):

Identity Formation ◽

Food Studies ◽

Ethnically Diverse ◽

Immigrant Children ◽

Canadian Society ◽

School Settings ◽

Ethnic Food ◽

Food And Identity ◽

The Relationship ◽

Home And School

This study explores the relationship between food and identity in a sample of ethnically diverse 1.5 and second generation Canadians residing in Toronto. The primary question of this research is what challenges do immigrant children face around "ethnic food" in the home and school settings and how do they affect immigrant children's ethnic identity as adults. This paper is an extension of a study by Lessa and Rocha (2007) that examined how food mediates the processes of settlement and new identity formation in newly immigrated women to Toronto. I applied the authors' thematic analysis to the data from this study to compare the similarities and differences of experiences with "ethnic food" between immigrant women and immigrant children. Food studies provide a window into the lives of immigrant children who experience othering processes in mainstream Canadian society and occupy a difficult space in between the dominant and their parents' cultures.

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Bridging Home and School Literacy Practices: Empowering Families of Recent Immigrant Children

Theory Into Practice ◽

10.1080/00405840903192904 ◽

2009 ◽

Vol 48 (4) ◽

pp. 304-311 ◽

Cited By ~ 15

Author(s):

Ana Christina DaSilva Iddings

Keyword(s):

Literacy Practices ◽

Immigrant Children ◽

Recent Immigrant ◽

Home And School

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The Work Kids Do: Mexican and Central American Immigrant Children's Contributions to Households and Schools in California

Harvard Educational Review ◽

10.17763/haer.71.3.52320g7n21922hw4 ◽

2001 ◽

Vol 71 (3) ◽

pp. 366-390 ◽

Cited By ~ 172

Author(s):

Marjorie Faulstich Orellana

Keyword(s):

Social Processes ◽

Immigrant Children ◽

Central American ◽

Opportunities For Learning ◽

Everyday Work ◽

American Immigrant ◽

Children’S Work ◽

Home And School ◽

At Home

In this article, Marjorie Faulstich Orellana highlights the work immigrant children do as active agents in supporting and sustaining their families, households, and schools. Building on the work of sociologists who examine children's engagement in social processes, Orellana maintains that we should not lose sight of children's present lives and daily contributions in our concern for their futures. Similarly, we should not see immigrant children only as a problem or a challenge for education and for society while overlooking their contributions to family and school. Integrated into her discussion are the voices of Mexican and Central American immigrant children living in California as they describe their everyday work as helpers at home and school. These examples illustrate how immigrant children's work can be understood in many ways — as volunteerism, as opportunities for learning, and as acts of cultural and linguistic brokering between their homes and the outside world. (pp. 366–389)

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School Success and School Engagement of Immigrant Children and Adolescents

European Psychologist ◽

10.1027/1016-9040/a000139 ◽

2013 ◽

Vol 18 (2) ◽

pp. 126-135 ◽

Cited By ~ 42

Author(s):

Frosso Motti-Stefanidi ◽

Ann S. Masten

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Children And Adolescents ◽

School Engagement ◽

School Success ◽

Immigrant Children ◽

Integrative Model ◽

High Stakes ◽

The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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