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Carola Suárez-Orozco is a Professor of Human Development and Psychology at UCLA. Her areas of research include educat... moreCarola Suárez-Orozco is a Professor of Human Development and Psychology at UCLA. Her areas of research include educational trajectories of immigrant origin youth, immigrant family separations, the role of mentors in facilitating youth development, the effects of unauthorized status on developing youth, gendered experiences, and civic engagement, among others. Her most recent book—Transitions: The Development of the Children of Immigrants, won the Society for Research on Adolescence Social Policy Award. She has been awarded an American Psychological Association Presidential Citation for her contributions to the understanding of cultural psychology of immigration and has served as the Chair of the APA Presidential Task Force on Immigration. She is the Editor of the Journal of Adolescent Research and serves as Senior Program Associate for the W.T. Grant Foundation. She was elected as a member of the National Academy of Education in 2016. edit
In this article we share exploratory findings from a study that captures microaggressions (MAs) in vivo to shed light on how they occur in classrooms. These brief and commonplace indignities communicate derogatory slights and insults... more
In this article we share exploratory findings from a study that captures microaggressions (MAs) in vivo to shed light on how they occur in classrooms. These brief and commonplace indignities communicate derogatory slights and insults toward individuals of underrepresented status contributing to invalidating and hostile learning experiences. Our aim is to expand the ways in which we research and think about MAs in educational settings. Our data are drawn from structured observations of 60 diverse classrooms on three community college campuses. Our findings provide evidence that classroom MAs occur frequently—in nearly 30% of the observed community college classrooms. Although cultural/racial as well as gendered MAs were observed, the most frequent types of MAs were those that undermined the intelligence and competence of students. MAs were more likely to be delivered on campuses with the highest concentration of minority students and were most frequently delivered by instructors. We conclude by reflecting on the implications of these events for classroom climate and make recommendations for both future research and practice
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This introductory chapter uses a detailed case study to illustrate the interconnection of multiple social influences on one particular youth's path of migration. It further identifies some of the major influences on immigrant youth... more
This introductory chapter uses a detailed case study to illustrate the interconnection of multiple social influences on one particular youth's path of migration. It further identifies some of the major influences on immigrant youth development, including the stresses of migration, separations and reunifications, changing networks of relations, poverty and segregation, and identity formation.
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Dual language children enter school with varying levels of proficiencies in their first and second language. This study of Latino children of immigrants (N = 163) analyzes their dual language profiles at kindergarten and second grade,... more
Dual language children enter school with varying levels of proficiencies in their first and second language. This study of Latino children of immigrants (N = 163) analyzes their dual language profiles at kindergarten and second grade, derived from the direct assessment of Spanish and English proficiencies (Woodcock Language Proficiency Batteries-Revised). Children were grouped based on the similarity of language profiles (competent profiles, such as dual proficient, Spanish proficient, and English proficient; and low-performing profiles, including borderline proficient and limited proficient). At kindergarten, the majority of children (63%) demonstrated a low-performing profile; by second grade, however, the majority of children (64%) had competent profiles. Change and stability of language profiles over time of individual children were then analyzed. Of concern, are children who continued to demonstrate a low-performing, high-risk profile. Factors in the linguistic environments at school and home, as well as other family and child factors associated with dual language profiles and change/stability over time were examined, with a particular focus on the persistently low-performing profile groups.
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With over 200 million international migrants, immigration is a phenomenon expanding globally at unprecedented rates, having central implications for education and psychosocial wellbeing. In this paper, using a combination of qualitative... more
With over 200 million international migrants, immigration is a phenomenon expanding globally at unprecedented rates, having central implications for education and psychosocial wellbeing. In this paper, using a combination of qualitative and quantitative methods from The Longitudinal Immigrant Student Adaptation Study (L.I.S.A.) we analyze different patterns of interplay of achievement and affinitive themes in narratives of 400 recently arrived immigrant
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ABSTRACT This study examined how children experienced immigrant separations when families migrated in a stepwise fashion. The study offers evidence that separation between children and one or both parents during the migratory process is... more
ABSTRACT This study examined how children experienced immigrant separations when families migrated in a stepwise fashion. The study offers evidence that separation between children and one or both parents during the migratory process is common to a majority of immigrant children. Data came from the Longitudinal Immigrant Student Adaptation Study, which focused on parent and child interviews that examined respondents' backgrounds and included a follow-up child interview about the separation and reunification experience. Participants were recent immigrants from Central America, China, the Dominican Republic, Haiti, and Mexico. Participating youths ranged in age from 9-14 years at the beginning of the study. The vast majority of the children had been separated from one or both parents during the migration process. Chinese families tended to migrate as a unit, while Haitian and Central Americans experienced the most family disruption during migration. Separation from the mother only occurred much less frequently within the whole sample, though the total incidence of children separated from their mothers during the course of immigration was very high. Children who arrived as a family unit involving no separations from their immediate families were least likely to report depressive symptoms than were children who had experienced separation. Separation followed by reunification, after an initial period of disorientation, appeared to lead to an increased sense of closeness and intimacy in some families. (Contains 98 references.) (SM)
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Immigration presents both challenges and opportunities that affect students’ academic achievement. Over the course of five years, varying academic trajectories were identified for recent immigrant students from Central America, China, the... more
Immigration presents both challenges and opportunities that affect students’ academic achievement. Over the course of five years, varying academic trajectories were identified for recent immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic
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Psychology, Cognitive Science, Poverty, Latent Class Models, Dominican Republic, and 14 moreImmigrants, Trajectory, Interviews, System Theory, Academic Performance, Academic achievement, Social Environment, Immigrant, Systems Approach, Student Perception, Student Performance, Behavioral Development, Multinomial Logistic Regression, and Growth Curve
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Psychology, Family Therapy, Social Work, Mental Health, Depression, and 18 moreSocial Interaction, Family, Treatment, China, Adolescent, Humans, Child, Americas, United States, Female, Male, Child Psychology, Child and Adolescent Psychology, Social Environment, Immigrant, Risk Factor, Analysis of Variance, and Parent‐child Relations
Page 1. The importance of homework in determining immigrant students' grades in schools in the USA context Hee Jin Banga*, Carola Sua´rez-Orozcob, Juliana Pakesc and Erin O'Connora aTeaching & Learning, New York ...
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Psychology, Cognitive Science, Developmental Psychology, Education, Violence, and 46 morePoverty, Mental Health, Mixed Methods, Educational Measurement, Statistical Analysis, Family, Haiti, Case Studies, Risk, Social Support, China, Adolescent, Latent Class Models, Mexico, Dominican Republic, Schools, Immigrants, Students, Cross-Cultural Comparison, Humans, Child, Academic Performance, Case Study, United States, Female, Academic achievement, Male, Regression Analysis, Social Environment, Risk factors, Immigrant, Developmental, Longitudinal Studies, Student Perception, Sex Factors, Student Performance, Educational Status, MEXICO, Risk Factors, Multinomial Logistic Regression, Psychological Models, Mixed Method, Adolescent Behavior, Growth Curve, Cumulant, and Socioeconomic Factors
Abstract This study aims to increase understanding of factors that account for academic English language proficiency in a sample of 274 adolescent first-generation immigrant students from China, the Dominican Republic, Haiti, Central... more
Abstract This study aims to increase understanding of factors that account for academic English language proficiency in a sample of 274 adolescent first-generation immigrant students from China, the Dominican Republic, Haiti, Central America, and Mexico. ...
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Education, Teaching English as a Second Language, Second Language Acquisition, Multi- & Bilingualism & Biliteracy, Educational Research, and 8 moreAdolescent Literacy, Immigration, English language, Adolescent Development, Applied Linguistics, Immigrant youth, Social Contexts of Learning, and English Language
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In this introduction, the editors give an overview of the ways the volume addresses the growing individual and institutional calls for increased clarity and rigor in methodological, ethical, and practical research policies and guidelines... more
In this introduction, the editors give an overview of the ways the volume addresses the growing individual and institutional calls for increased clarity and rigor in methodological, ethical, and practical research policies and guidelines for conducting research with immigrant individuals, families, and communities. In addition to summarizing the volume's purpose, background on the U.S. immigrant population is given, followed by delineation of the five major issues contributing to the field of immigrant studies research and entering the "field" and engaging with immigrant families and communities: heterogeneity and history, documentation status, research pragmatics, research lens and bias, and influence on policy.