In this article, we contend that the field of psychology has largely failed to foreground the role of gender in its study of immigration. Here, we review studies that address gender and migration focusing on the experience of children and adolescents. We provide developmental perspectives on family relations, well-being, identity formation, and educational outcomes, paying particular attention to the role of gender in these domains. We conclude with recommendations for future research, which include the need to consider whether, and if so, how, when, and why it makes a difference to be an immigrant, to be from a particular country, or to be female rather than male. We argue that it is important to consider socioeconomic characteristics; to consider resilience as well as pathology; and to work in interdisciplinary ways to deepen our understanding of the gendered migratory experience of immigrant origin youth.The discipline of psychology has potentially much to offer the study of migration and gender. Psychology's focus on the individual as the unit of analysis and its consequential capacity to shed light on the personal lived experience is, of course, an obvious contribution. Beyond that, psychology's concern with mental health is a unique (albeit pathology focused) consideration generally not evaluated in other disciplines. Further, the branch of developmental psychology provides much needed conceptual and methodological tools critical to examining the often-neglected child and youth experience in migration. Gender studies in psychology have struggled to find theoretical frames and methodological approaches that are consistent with the discipline's leitmotif, however. Despite the field's potential to contribute to our understanding of immigrant life as a gendered phenomenon, there is a dearth of work at the intersection of these fields. UNDERSTANDING THE NEGLECT OF GENDER AND MIGRATION WITHIN PSYCHOLOGYFor much of its history, the field of psychology was effectively gender-blindtheories and research developed with largely male subjects were automatically

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Using an ecological framework, the authors explore the reasons for peer discrimination and harassment reported by many Chinese American youth. They draw on longitudinal data collected on 120 first- and second-generation Chinese American students from two studies conducted in Boston and New York. Our analyses suggested that reasons for these experiences of harassment lay with the beliefs about academic ability, the students' immigrant status and language barriers, within-group conflicts, and their physical appearance that made them different from other ethnic minority or majority students. Implications and future research are also discussed.

Studies of Asian American parenting have primarily focused on first-generation immigrant parents. Few studies have examined the experiences of second-generation Asian American adults who now have children of their own. The purpose of this qualitative study, then, is to better understand the values, practices, and concerns of second-generation Asian American parents regarding ethnic and racial socialization. The sample included 34 Asian American parents from seven different cities across the United States. Using interviews and a focus group, the results show that (a) place, specific contexts, and transitions were important to second-generation parents' motivation behind ethnic and racial socialization, (b) parents are reactive and proactive, especially with regard to promoting an awareness of discrimination, in the racial socialization of their children, (c) parents engage in predominantly proactive ethnic socialization when passing on heritage culture, which they believe is important, but also difficult to do, (d) in contrast to ethnic socialization, passing on American culture and passing on important values (that they did not see as solely "American" or "Asian") came easily, and (e) parents consider the intersection of race and culture with religion and disability when socializing their children. Our findings highlight unique aspects of how second-generation Asian American parents engage in ethnic and racial socialization in an increasingly socially diverse world. What is the public significance of this article?Asian American second-generation parents in our study engaged in both reactive and proactive ethnic and racial socialization depending on the place, time, and characteristics of their child. Understanding how Asian American parents raise their children to understand issues of race, ethnicity, and culture will continue to be critical in our increasingly socially diverse world.

The Lost Boys of Sudan were separated from their families by civil war and subsequently lived in 3 other countries-Ethiopia, Kenya, and the United States. In-depth interviews were conducted with 10 refugees who located surviving family members in Sudan after an average separation of 13.7 years. The interviews probed their experiences of ambiguous loss, relationships in the refugee camps, the search for family, and reestablishing relationships with family members living on another continent. With guidance from elders, peer groups functioned as surrogate families until the youth reestablished relationships with surviving members of their biological families.