“You Have to be Resilient”: A Qualitative Study Exploring Advice Newcomer Youth Have for Other Newcomer Youth

Research infrequently includes the perspectives of vulnerable and marginalized youth. As the population of newcomer youth in Canada continues to grow, it is imperative that attention is devoted not only to challenges they experience, but also to resilience factors they perceive to support their adjustment and well-being. To address this gap, this qualitative research explored newcomer youths’ experiences and advice for other newcomer youth who have recently arrived in Canada. Thirty-seven newcomer youth from two medium-sized cities in Ontario participated in focus groups. Participants ranged from 14 to 22 in age and identified mostly as female refugees from the Middle East. Through thematic analysis, five overarching themes were found across groups: (1) moving to a new country is hard, (2) maintain a healthy mindset, (3) take an active role in the adjustment process, (4) stay true to who you are, (5) and you are not alone. Youth described hardships that make moving to a new country difficult including lack of belonging due to racism and bullying, insufficient orientation to new systems, language barriers, and high levels of stress. Findings demonstrated youths’ resilience, coping skills, and strategies to lead meaningful lives. Youth discussed resilience strategies such as maintaining a connection with home culture and religion, reframing thinking to be positive, receiving emotional support, accessing community support at newcomer agencies, and building language proficiency. Findings provide implications for professionals working with newcomer youth and reflect the importance of addressing structural barriers and racism. The opportunity for newcomer youth to share experiences as experts in research may also help to promote resilience.

The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.

Sociopolitical Participation Among Marginalized Youth: Do Political Identification and Ideology Matter?

Engaging youth in the political system has promise for creating social change and ensuring the future of our democracy. Sociopolitical participation—individual and/or collective action to facilitate change—may be biased towards more liberal or Democratic views, which emphasize reform to create social equity. The aim of this study is to test if youth who vary in political ideology (i.e., conservative, liberal) and political identification (i.e., Republican, Democrat) participate at different levels and whether this measurement of sociopolitical participation is in fact biased. These issues were examined among 237 youth attending a large Midwestern high school who generally identified with historically marginalized groups. Results suggest that youth identifying as Republican exhibited slightly higher levels of participation, and that items were not biased by political ideology or identification. Further, political ideology and identification explained less than 5% of the variance in sociopolitical action, suggesting it is largely independent of political leaning.

Ethnic-Racial Identity as a Source of Resilience and Resistance in the Context of Racism and Xenophobia

How youth come to understand their social identities and their relation to others’ identities can have important implications for the future of our society. In this article, we focus on how ethnic-racial identities (ERI) can serve to promote (or hinder) collective well-being. We first describe the nature of change in ethnic-racial identities over the course of childhood and adolescence. We then delineate three pathways by which youths’ ERI can be a mechanism for productive intergroup relations and thereby collective well-being as a: (a) basis for understanding differences and finding commonalities across groups; (b) promotive and protective resource for marginalized youth; and (c) springboard for recognizing and disrupting marginalization. This article concludes with how youths’ ERI can be nurtured into a source of resilience and resistance in the face of racism and xenophobia. Moreover, we urge researchers to consider the role ERI plays in guiding youth to challenge and resist marginalization.

Resilience to Self-Harm

Background: Although a wide range of studies discuss prevalence and risk factors associated with self-harm, protective factors that are equally important are rarely explored. Moreover, much of our understanding of young individuals who engage in self-harm come from studies conducted in Western countries with very little emphasis on marginalized groups. Aim: This scoping review identifies research on resilience among marginalized youth and youth living in low- and middle-income countries (LMICs) who show evidence of self-harm. Method: A scoping review following Arksey and O’Malley’s (2005) framework was conducted. This effort included drawing upon peer-reviewed research published between January 2000 and September 2020 to identify protective factors and coping strategies that are employed by individuals 10–29 years old with self-harming tendencies. Results: A total of 15 original papers met the inclusion criteria. The majority of the LMIC publications were from China. Social support, positive youth development, and religiosity were the most frequently reported protective factors. Conclusion: Despite widespread concern about self-harm, there are few peer-reviewed articles that look at resilience or recovery among youth in LMICs and among marginalized young people. In addition to various internal and external protective factors, this scoping review identifies gaps in our understanding of resilience to self-harm among youth belonging to these groups.

“School’s a Lie”: Toward Critical Race Intersectional Pedagogy for Youth Intellectual Activism in Policy Partnerships

Equity-oriented school improvement driven by neoliberal policies focuses attention on a narrow range of inequities. Such policies fail to achieve substantive transformations that address educational constraints experienced by multiply-marginalized youth of color. We engage a critical race and intersectional feminist examination of our pedagogy in a youth voice initiative designed to facilitate multiply-marginalized youth of color participation in district policy partnership. Our analysis presents practices that were consequential for supporting youth intellectual activism in policy conversations. We propose a model for critical race intersectional pedagogy that relates these practices and underlying ideological principles to supporting expansive transformative policy partnerships.

Youth Development, Education, and Identity

The leading research question in this chapter is how formal and informal educational practices affect Roma identity formation and, in turn, may influence Roma youth empowerment and positive development. The goal is to provide an interdisciplinary examination of marginalized youth development based on the example of Roma in Hungary. This chapter dissects positive youth development (PYD) through a detailed study of group–context relationships, in this case Roma in formal and informal educational institutions. The case study reveals that there are two critical variables for successful PYD in the case of minority discriminated youth: positive identity and supportive institutional context.

Guidelines for Adapting Evidence-based Interventions with Marginalized Youth in Under-Resourced Schools

With the growing diversity within the US population and notable barriers to accessing behavioral health care, marginalized youth (i.e., youth who experience discrimination and exclusion because of unequal power relationships across economic, social, and cultural dimensions) are placed at risk for developing psychosocial and mental health problems. Promoting evidence-based interventions (EBIs) through school-based mental health services may improve accessibility and quality of care for marginalized youth facing mental health disparities. Given the need to enhance equity in youth mental health care, we provide guidelines for implementing and adapting EBIs with marginalized youth in under-resourced schools. First, we offer recommendations for overcoming barriers to implementing EBIs in under-resourced schools while emphasizing the importance of using a community-based participatory research approach for implementing and sustaining EBIs. Following, we discuss techniques for tailoring culturally sensitive interventions that better engage marginalized youth and their families in school-based prevention and treatment. These cultural tailoring techniques include adapting communication styles, emphasizing family values, and considering how sociopolitical history can impact youth, their families, and their communities. We hope these guidelines offered might inform more equitable practice in youth mental health care and motivate future studies advancing evidence-based mental health care with marginalized youth in under-resourced schools.