“Everyone collaborated and came together”: The civic promise (and pitfalls) of yPAR for immigrant-origin students in an era of deportation.

Castro, Elena Maker; Hernández, Guadalupe López; Karras, Juliana E.; Novoa, Alfredo; Suárez‐Orozco, Carola

doi:10.1037/cdp0000429

Cited by 19 publications

(34 citation statements)

References 60 publications

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“…Given youth's agentic use of social media for self‐education, allyship, and civic action, educators and others who work with youth should consider how they support youth's online digital literacies and capacities for changemaking. Second, our findings challenge researchers and educators who work with I‐O youth to consider not only their multiple identities, but also their capacities for allyship across different identities and experiences; to date, research on I‐O youth's SPD considers how these youth contend with xenophobia and enact change for fellow I‐O communities (Maker Castro et al., 2021; Rosenbach et al., 2021). Our study suggests that youth care deeply about a wide range of social inequities beyond their personal or communal experiences and can be supported in their capacities to contend with multiple and intersecting oppressions.…”

Section: Implications For Policy and Practicementioning

confidence: 83%

Examining the Sociopolitical Development of Immigrant‐Origin Youth During a Season of Social Unrest

Karras

Castro

Emuka

2022

J of Research on Adolesc

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The sociopolitical context for immigrant‐origin (I‐O) youth's civic development in the U.S. has dramatically shifted in the years following the 2016 election (e.g., heightened xenophobia). I‐O children comprise 26% of young people in the U.S. and include those born outside the U.S. (first generation) and those with at least one parent born outside the U.S. (second generation). Using a qualitative approach, this study examined how I‐O youth (N = 65, M = 16.22 years) experienced and engaged with the phenomena of the 2020 election season amidst recent economic, political, and social consequences from the pandemic and the current social movements against systemic racism. Findings expand our understanding of how I‐O youth engage as political actors by examining the processes surrounding their sociopolitical development.

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Section: Implications For Policy and Practicementioning

confidence: 83%

Examining the Sociopolitical Development of Immigrant‐Origin Youth During a Season of Social Unrest

Karras

Castro

Emuka

2022

J of Research on Adolesc

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“…Students were able to exercise agency and leadership in pursuing this project as part of an iterative, multi‐year project that organically grew out of the Emerging Bilingual students’ interests, supported by flexible and supportive curricular guidelines (i.e., the teacher and students were given great leeway by school administration in choosing how to run their class). For further details on the class see Maker Castro et al (2022).…”

Section: Methodsmentioning

confidence: 99%

“…Youth are exposed to anti‐immigrant hate crimes (Iwama, 2018), exclusionary messages from political leaders (e.g., “build the wall” chants during the 2016 U.S. presidential election, see Wray‐Lake et al, 2018; terming the COVID‐19 pandemic the “Chinese Virus” in 2020, see Devakumar et al, 2020), and an ensuing cascade of blame reverberating within and beyond youth's immediate contexts (Wirz et al, 2018). In schools, immigrant‐origin (I‐O) youth are bearing the brunt of the toxic anti‐immigrant discourse, with principals across the country reporting increases in xenophobic bullying (Ee & Gándara, 2020; Maker Castro et al, 2022; Rogers et al, 2019). This hostile social environment has negative implications for the healthy development of I‐O youth across multiple dimensions, including their academic performance, psychological adjustment (e.g., levels of depression), institutional trust, and ability to achieve acculturation tasks like forming bonds with peers (Maker Castro et al, 2022; Suárez‐Orozco et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In schools, immigrant‐origin (I‐O) youth are bearing the brunt of the toxic anti‐immigrant discourse, with principals across the country reporting increases in xenophobic bullying (Ee & Gándara, 2020; Maker Castro et al, 2022; Rogers et al, 2019). This hostile social environment has negative implications for the healthy development of I‐O youth across multiple dimensions, including their academic performance, psychological adjustment (e.g., levels of depression), institutional trust, and ability to achieve acculturation tasks like forming bonds with peers (Maker Castro et al, 2022; Suárez‐Orozco et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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“Everyone has their story”: Intergroup dialogue's potential to cultivate connection through the sharing of migration narratives

Castro

Medina

Suárez‐Orozco

2022

Psychology in the Schools

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Immigrant‐origin (I‐O) youth face increasing anti‐immigrant rhetoric in the United States, including in their schools. School‐based intergroup dialogue programming may help I‐O youth and their peers build a more inclusionary culture. We qualitatively examined how I‐O youth and their peers experienced a week‐long school‐wide intergroup dialogue program that aimed to foster connection among participants at a Northeastern high school. Participants’ (N = 159) experience in the program were analyzed using post‐program reflections. Participants were 53% female and 74% underclassmen; 59% Latinx, 14% Black, 13% multiracial, 9% White, and 5% Asian and Middle Eastern; generationally, 54% identified as second‐generation immigrants, 38% as nonimmigrant origin, and 8% as first‐generation. Participation in the program produced mixed results. For many, participation led to a greater sense of connection; youth reported that they learned about their peers, the immigrant experience, and sometimes, themselves. Connection was especially fostered among the dominant demographic groups in the school: second‐generation and Latinx youth. Learning about others was less likely to cultivate connections when participants could not relate their own experiences, and at times even made participants feel more different from their peers. Intergroup dialogue has the potential to foster connection when participants are able to relate across experiences.

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“…A key principle of citizen science is that citizen scientists should benefit from participating (37). Research indicates that positive experiences for young people can be achieved by considering power dynamics, relationships, and personal growth within citizen science (29, 32, 38-40). Furthermore, it is recommended that citizen science projects evaluate participant experience to understand the value of young people’s contribution and to improve outcomes (41, 42).…”

Section: Introductionmentioning

confidence: 99%

Child and family experiences of a whole-system approach to physical activity: a citizen science evaluation protocol

Frazer

Seims

Tatterton

et al. 2022

Preprint

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Introduction: Whole systems approaches are being adopted to tackle physical inactivity. The mechanisms contributing to changes resulting from whole system approaches are not fully understood. The voices of children and families that these approaches are designed for need to be heard to understand what is working, for whom, where, and in what context. This paper describes the protocol for the children and families citizen science evaluation of the JU:MP programme, a whole systems approach to increasing physical activity in children and young people aged 5-14 years in Bradford, UK. Methods and analysis: The evaluation aims to understand the lived experiences of children and families' relationship with physical activity and participation in the JU:MP programme. The study takes a collaborative and contributory citizen science approach, including focus groups, parent-child dyad interviews and participatory research. Feedback and data will guide changes within this study and the JU:MP programme. We also aim to examine participant experience of citizen science and the suitability of a citizen science approach to evaluate a whole systems approach. Data will be analysed using Framework approach alongside iterative analysis with and by citizen scientists in the collaborative citizen science study. Ethics and dissemination: Ethical approval has been granted by The University of Bradford: Study One (E891-focus groups as part of the control trial, E982-parent-child dyad interviews), Study Two (E992). Results will be published in peer-reviewed journals and summaries will be provided to the participants, through schools or directly. The citizen scientists input to create further dissemination opportunities.

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“Everyone collaborated and came together”: The civic promise (and pitfalls) of yPAR for immigrant-origin students in an era of deportation.

Cited by 19 publications

References 60 publications

Examining the Sociopolitical Development of Immigrant‐Origin Youth During a Season of Social Unrest

Examining the Sociopolitical Development of Immigrant‐Origin Youth During a Season of Social Unrest

“Everyone has their story”: Intergroup dialogue's potential to cultivate connection through the sharing of migration narratives

Child and family experiences of a whole-system approach to physical activity: a citizen science evaluation protocol

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