School counselors play a critical role in preparing adolescent immigrant students to be college and career ready by attending to the complex variables that promote and inhibit career development. This article provides an illustrative case study of a Somali immigrant student's educational journey to highlight the academic and familial challenges that she encountered while attending U.S. schools. Through this case study, the authors discuss the issues immigrant high school students experience and present culturally responsive practices that school counselors can use to address career development. These culturally responsive practices include developing a strong knowledge of students’ backgrounds and cultures, designing small group interventions that are timely and sensitive to immigrant students’ needs, and strengthening school–family partnerships.

This article explores the complex factors, both individual and social, that contribute to the resiliency and academic achievement of six adolescent African immigrant students from Cape Verde and Ethiopia who were enrolled in a small high school in the United States. The school was designed specifically for recent adolescent immigrant students. Using an in-depth qualitative case study research design, this study provides insight into the educational and social issues confronted by these students and the factors that contributed to their resiliency. The competencies and social capital that students acquired in school and at home were major contributing factors to their resilience and academic achievement. Findings show that these students had a supportive social network of family and friends who had encouraged them to succeed in school and provided mentoring, and material and social resources that helped them to succeed. In addition, teachers encouraged and engaged the students by having high expectations and connecting them to the curriculum in meaningful ways.

Many school districts in the United States have developed special schools or programs designed to meet the specific language, academic, and social needs of recent immigrant students. In this article, we examine the experiences of six immigrant students who were enrolled in a U.S. high school designed specifically for adolescent immigrants. Using a qualitative case study research design, we explore the students' experiences in the school and their perceptions of the three teachers they identified as particularly supportive. We also draw on interviews and observations of these three teachers to explore the specific practices that supported the students' academic and social success in the school. The findings suggest that both school context and positive teacher-student interactions facilitated by the teachers' use of culturally and linguistically responsive teaching practices were significant contributors to students' learning. We discuss the study implications for practice and offer recommendations for educators working with immigrant students.

No abstract

There is a need to develop greater understanding of the transnational nature of immigrant students' experiences. This article explores the complex factors, both individual and social, that contribute to the resiliency and academic achievement of an Ethiopian student enrolled in a small high school in the United States. The study examines the student's pre-and post-immigration experiences with a particular focus on family and school context. The goal was to understand the factors that contributed to his resiliency and to identify practical strategies for supporting the academic and social success of immigrant students.