Poverty, loss, and resilience: The story of Chinese immigrant youth.

Yeh, Christine J.; Kim, Angela B.; Pituc, Stephanie T.; Atkins, Marc S.

doi:10.1037/0022-0167.55.1.34

Cited by 102 publications

(102 citation statements)

References 79 publications

Supporting

Mentioning

100

Contrasting

Unclassified

Order By: Relevance

“…This situation must be changed, notably because children and adolescents from migrant and ethnic minorities are exposed to risk factors such as acculturation stress, prejudice and discrimination which make them more vulnerable to mental health problems (e.g. [41]). …”

Section: Access To Child and Adolescent Mental Healthmentioning

confidence: 99%

The Family-School-Primary Care Triangle and the Access to Mental Health Care Among Migrant and Ethnic Minorities

Gonçalves

Moleiro

2011

J Immigrant Minority Health

View full text Add to dashboard Cite

Understanding the concepts of mental health and help seeking behaviours of migrant and ethnic minority families constitutes an important step toward improving the intercultural competence of health and education professionals. This paper addresses these goals among ethnic and migrant minorities in Portugal. For this a multi-informant approach was selected. The study involved nine focus groups (N = 39) conducted with different samples: young immigrants (12-17 years), immigrant parents, teachers and health professionals. The results showed similarities and differences in concepts of mental health, as well as help seeking processes. Stigma continued to be recognized as a barrier in the access to mental health care. The paper argues that providing adequate training on mental health on cultural diversity competencies to health and education professionals can contribute to a better inter-communication and -relation system in the family-school-primary care triangle and thus facilitate access to mental health care for youth.

show abstract

Section: Access To Child and Adolescent Mental Healthmentioning

confidence: 99%

The Family-School-Primary Care Triangle and the Access to Mental Health Care Among Migrant and Ethnic Minorities

Gonçalves

Moleiro

2011

J Immigrant Minority Health

View full text Add to dashboard Cite

show abstract

“…1; Consistent with our hypotheses, students in the Make It Happen program reported increased levels of social connectedness at the time of the post-test. Increased support and connection from others is especially important for historically targeted youth who tend to rely on peer relationships when coping with stressors at school such as racism and negative stereotypes (Yeh, Kim, Pituc, & Atkins, 2008). This program provided opportunities for participants to share struggles and fears related to their future trajectories in a way that was culturally congruent with their values .…”

Section: Discussion and Significancementioning

confidence: 99%

Development, Implementation, and Evaluation of an Equitable Futures Program for Urban Public Schools

Yeh¹,

Khaziran²,

Berk³

et al. 2018

JEDP

View full text Add to dashboard Cite

We describe the development, implementation, and evaluation of a culturally-responsive college access program, Make It Happen, aimed at increasing educational opportunity for historically-targeted middle and high school students. The sample included 254 participants who participated in the evidence-based 10-session program. These participants completed surveys before and after the program which inquired about their (1) school engagement, (2) social connectedness, and (3) academic and college help-seeking self-efficacy. T-test analyses were conducted and determined the participants at post-test, felt significantly more engaged at school, more connected to others, and more self-efficacious in seeking support for information about academics and college. The authors describe the importance of working with teachers, school staff, and counselors to foster a supportive and positive exploratory space for students who could benefit from learning about their future options (Beesley, 2004;Yeh, Ching, Okubo, & Luthar, 2007).

show abstract

“…Family does not only have it potential impact on students' learning, but also serve as an ideal context in which students' cultural identity and sense of belonging to the school and the host society can be nurtured (Olsen, 1997;Yeh et al, 2008). For example, teachers can see parents as those practitioners who offer a powerful resource for them to draw upon and could be invited for sharing cultural recipes, stories, or artefacts (Swick et al, 1995).…”

Section: Multiple Contexts Affecting Students' Learningmentioning

confidence: 96%

Building a connected classroom: teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools

Hue

Kennedy

2013

Pastoral Care in Education

View full text Add to dashboard Cite

Many Hong Kong schools are concerned about their growing numbers of ethnic minority students. When these students are enrolled in Hong Kong secondary schools, how their cultural diversity is catered for becomes critical. This article examines how teachers narrate the cultural diversity of ethnic minority students, who come from Pakistan, India, Nepal, the Philippines and Thailand. Qualitative data were collected from interviews, through which the narratives of twenty-four teachers from four secondary schools were explored. The study showed that to address cultural diversity, a 'connected' classroom should be established by promoting interpersonal relationships, developing adaptive teaching strategies, keeping the balance between guidance and discipline and strengthening home-school collaboration. Implications for the development of teacher education will be presented.

show abstract

Poverty, loss, and resilience: The story of Chinese immigrant youth.

Cited by 102 publications

References 79 publications

The Family-School-Primary Care Triangle and the Access to Mental Health Care Among Migrant and Ethnic Minorities

The Family-School-Primary Care Triangle and the Access to Mental Health Care Among Migrant and Ethnic Minorities

Development, Implementation, and Evaluation of an Equitable Futures Program for Urban Public Schools

Building a connected classroom: teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools

Contact Info

Product

Resources

About