nach oben

Journal of Prevention

Erschienen in:

01.02.2016 | Original Paper

They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students

verfasst von: Michele L. Allen, Maira Rosas-Lee, Luis Ortega, Mikow Hang, Shannon Pergament, Rebekah Pratt

Erschienen in: Journal of Prevention | Ausgabe 1/2016

Einloggen, um Zugang zu erhalten

Abstract

Youth from immigrant communities may experience barriers to connecting with schools and teachers, potentially undermining academic achievement and healthy youth development. This qualitative study aimed to understand how educators serving Somali, Latino, and Hmong (SLH) youth can best promote educator–student connectedness and positive youth development, by exploring the perspectives of teachers, youth workers, and SLH youth, using a community based participatory research approach. We conducted four focus groups with teachers, 18 key informant interviews with adults working with SLH youth, and nine focus groups with SLH middle and high school students. Four themes emerged regarding facilitators to educators promoting positive youth development in schools: (1) an authoritative teaching approach where teachers hold high expectations for student behavior and achievement, (2) building trusting educator–student relationships, (3) conveying respect for students as individuals, and (4) a school infrastructure characterized by a supportive and inclusive environment. Findings suggest a set of skills and educator–student interactions that may promote positive youth development and increase student-educator connectedness for SLH youth in public schools.

Allard, M. D. (2008). How high school students use time: A visual essay. Monthly Labor Review, 131(11), 51–61.

Allen, M. L., Culhane-Pera, K. A., Call, K. T., & Pergament, S. L. (2011). Partners in research: Curricula to prepare community and faculty for CBPR partnerships. http://ces4health.info/find-products/view-product.aspx?code=T63W5WBC.

Allen, M. L., Elliott, M. N., Fuligni, A. J., Morales, L. S., Hambarsoomian, K., & Schuster, M. A. (2008). The relationship between Spanish language use and substance use behaviors among Latino youth: A social network approach. Journal of Adolescent Health, 43(4), 372–379.CrossRefPubMed

Bernat, D. H., & Resnick, M. D. (2006). Healthy youth development: Science and strategies. Journal of Public Health Management and Practice, 12, S10–S16.CrossRef

Bigelow, M. (2008). Somali adolescents’ negotiation of religious and racial bias in and out of school. Theory Into Practice, 47(1), 27–34. doi:10.1080/00405840701764706.CrossRef

Blum, R. W., & Libbey, H. P. (2004). School connectedness—Strengthening health and education outcomes for teenagers—Executive summary. Journal of School Health, 74(7), 231–232.CrossRef

Bond, L., Butler, H., Thomas, L., Carlin, J. B., Glover, S., Bowes, G., et al. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40(4), 357. e359–318.

Bond, L., Patton, G., Glover, S., Carlin, J. B., Butler, H., Thomas, L., et al. (2004). The Gatehouse Project: Can a multilevel school intervention affect emotional wellbeing and health risk behaviours? Journal of Epidemiology and Community Health, 58, 997–1003.PubMedCentralCrossRefPubMed

Borkan, J. (1999). Immersion/Crystallization. In B. F. Crabtree & W. L. Miller (Eds.), Doing qualitative research (2nd ed., pp. 179–194). Thousand Oaks, CA: Sage Publications.

Brooks, F. M., Magnusson, J., Spencer, N., & Morgan, A. (2012). Adolescent multiple risk behaviour: An asset approach to the role of family, school and community. Journal of Public Health: Oxford Journals, 34(Suppl 1), i48–i56. doi:10.1093/pubmed/fds001.CrossRef

Brown, D. F. (2004). Urban teachers’ professed classroom management strategies—Reflections of culturally responsive teaching. Urban Education, 39(3), 266–289. doi:10.1177/0042085904263258.CrossRef

Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74(7), 252–261.CrossRefPubMed

Chhuon, V., & Wallace, T. L. (2014). Creating connectedness through being known: Fulfilling the need to belong in U.S. high schools. Youth & Society, 46(3), 379–401. doi:10.1177/0044118x11436188.CrossRef

Chicano Latino Affairs Council of Minnesota. (2007). The Hispanic/Latino population in Minnesota: Demographic update 2007. Retrieved November 2014. http://media.wix.com/ugd/dd8a6d_9279e6331a8b441e8f14fc12d43c7aa2.pdf.

Child Trends Databank. (2015). High school dropout rates. Available at http://www.childtrends.org/?indicators=high-school-dropout-rates.

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage Publications Inc.

Daly, B., Buchanan, C., Dasch, K., Eichen, D., & Lenhart, C. (2010). Promoting school connectedness among urban youth of color. The Prevention Researcher, 17(3), 18–20.

Darboe, K. (2003). New immigrants in Minnesota: The Somali immigration and assimilation. Journal of Developing Societies, 19(4), 458–472. doi:10.1177/0169796x0301900402.CrossRef

Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York: New Press.

Denzin, N. K., & Lincoln, Y. S. (2005). The sage handbook of qualitative research. Thousand Oaks, CA: Sage Publications.

Evans, A. B., Banerjee, M., Meyer, R., Aldana, A., Foust, M., & Rowley, S. (2012). Racial socialization as a mechanism for positive development among African American youth. Child Development Perspectives, 6(3), 251–257. doi:10.1111/j.1750-8606.2011.00226.x.CrossRef

Forehand, R., Miller, K. S., Dutra, R., & Chance, M. W. (1997). Role of parenting in adolescent deviant behavior: Replication across and within two ethnic groups. Journal of Consulting and Clinical Psychology, 65(6), 1036–1041.CrossRefPubMed

Harris, K. M. (1999). Children of immigrants: Health, adjustment, and public assistance (pp. 286–347). Washington, D.C.: National Academy Press.

Hawkin, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D. (2005). Promoting positive adult functioning through social development intervention in childhood: Long-term effects from the Seattle Social Development Project. Archives of Pediatrics and Adolescent Medicine, 159(1), 25–31.CrossRef

Hendricks, G. L. (1986). The Hmong in transition. New York: Center for Migration Studies of New York Inc.

Hook, J., Brown, S., & Kwenda, M. N. (2004). A decomposition of trends in poverty among children of immigrants. Demography, 41(4), 649–670. doi:10.1353/dem.2004.0038.CrossRefPubMed

Howard, T. C. (2010). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. New York: Teachers College Press.

Israel, B., Schulz, A., Parker, E., Becker, A. B., Allen, A., & Guzman, J. R. (2008). Critical issues in developing and following CBPR principles. In M. Minkler & N. Wallerstein (Eds.), Community-based participatory research for health: From process to outcomes (2nd ed., pp. 47–66). San Francisco: Jossey-Bass.

Jackson, S. F. (2008). A participatory group process to analyze qualitative data. Progress in Community Health Partnerships, 2(2), 161–170. doi:10.1353/cpr.0.0010.CrossRefPubMed

Kieffer, E. C., Salabarria-Pena, Y., Odoms-Young, A. M., Willis, S. K., Baber, K. E., & Guzman, J. R. (2005). The application of focus group methodologies to community-based participatory research. In B. A. Israel, E. Eng, A. J. Schulz, & E. A. Parker (Eds.), Methods in community-based participatory research for health (pp. 146–166). San Francisco, CA: Jossey-Bass.

Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.CrossRefPubMed

Konu, A., & Rimpela, M. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17(1), 79–87.CrossRefPubMed

Kumpfer, K. L., & Alvarado, R. (2003). Family-strengthening approaches for the prevention of youth problem behaviors. American Psychologist, 56(6–7), 457–465.CrossRef

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass Inc.

Lara, M., Gamboa, C., Kahramanian, M. I., Morales, L. S., & Bautista, D. E. (2005). Acculturation and Latino health in the United States: A review of the literature and its sociopolitical context. Annual Review of Public Health, 26, 367–397. doi:10.1146/annurev.publhealth.26.021304.144615.CrossRefPubMed

LaRusso, M. D., Romer, D., & Selman, R. L. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence, 37(4), 386–398. doi:10.1007/s10964-007-9212-4.CrossRef

Macaulay, A. C., Commanda, L. E., Freeman, W. L., Gibson, N., McCabe, M. L., Robbins, C. M., et al. (1999). Participatory research maximises community and lay involvement. North American Primary Care Research Group. BMJ, 319(7212), 774–778.PubMedCentralCrossRefPubMed

Mattessich, P., Bevis, L., Lott, A., & Hope, G. (2000). Speaking for themselves: A survey of Hispanic, Hmong, Russian, and Somali Immigrants in Minneapolis-Saint Paul. St. Paul, MN: Wilder Research Center.

McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329–364. doi:10.3102/00346543075003329.CrossRef

Mertens, D. (2009). Transformative research and evaluation. New York: Guilford Press.

Minnesota Department of Education. (2013). 2012–2013 Fall enrollment by home primary language by school district (State Of Minnesota: Department of Education (MDE), Trans.). Accessed Via MDE Data Center on January 12th 2014.

Neblett, E. W., Rivas-Drake, D., & Umana-Taylor, A. J. (2012). The promise of racial and ethnic protective factors in promoting ethnic minority youth development. Child Development Perspectives, 6(3), 295–303. doi:10.1111/j.1750-8606.2012.00239.x.CrossRef

Niehaus, K., Rudasill, K. M., & Rakes, C. R. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50(4), 443–460.CrossRefPubMed

Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.

Noddings, N. (1996). The caring professional. In S. Gordon, P. Benner & N. Noddings (Eds.), Caregiving: Readings in knowledge, practice, ethics, and politics (pp. 160–172). Philadelphia: University of Pennsylvania Press.

Noguera, P. A. (2008). The trouble with black boys: And other reflections on race, equity, and the future of public education. San Francisco, CA: Jossey-Bass.

Owen, G., Meyerson, J., & Otteson, C. (2010). A new age of immigrants: Making immigration work for Minnesota (pp. 2–8). Minneapolis: The Minneapolis Foundation.

Pang, V. O. (2001). Multicultural education: A caring-centered, reflective approach. Columbus: McGraw-Hill.

Peguero, A. A., & Bondy, J. M. (2011). Immigration and students’ relationship with teachers. Education and Urban Society, 43(2), 165–183. doi:10.1177/0013124510380233.CrossRef

Pittman, K. H., O’Brien, R., & Kimball, M. (1993). Youth development and resiliency research: Making connections to substance abuse prevention. New York, NY: Center for Youth Development and Policy, Research/Academy for Educational Development.

Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Berkeley, Calif: University of California Press.

QSR International Pty Ltd. (2012). NVivo qualitative data analysis software (Version 10).

Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., & Udry, J. R. (1997). Protecting adolescents from harm. Findings from the National Longitudinal Study on Adolescent Health. JAMA, 278(10), 823–832.CrossRefPubMed

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. doi:10.1037/A0027268.CrossRef

State of Minnesota. (2012). State of the Asian Pacific Minnesotans. 2010 census and 2008–2010 American Community Survey Report. Retrieved 1/13/2014.

Suarez-Orozco, C., Pimentel, A., & Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712–749.

Trust, Education. (2006). Education watch Minnesota: Key education facts and figures achievement, attainment and opportunity from elementary school through college. Washington DC: Education Trust.

U.S. Census Bureau. (2012). 1-Year estimates of first ancestry of roreign born populations by state. American Community Survey; Accessed via American Fact Finder.

Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.

Wallerstein, N., & Duran, B. (2010). Community-based participatory research contributions to intervention research: The intersection of science and practice to improve health equity. American Journal of Public Health, 100(Supplement 1), S40–S46.PubMedCentralCrossRefPubMed

Walters, N., & Vu, L. (2013). Preparing immigrant students in Minnesota for higher education (pp. 6–25). Saint Paul, MN: Minnesota Office of Higher Education.

Waters, S. K., Cross, D. S., & Runions, K. (2009). Social and ecological structures supporting adolescent connectedness to school: A theoretical model. Journal of School Health, 79(11), 516–524. doi:10.1111/j.1746-1561.2009.00443.x.CrossRefPubMed

Whitlock, J. L. (2006). Youth perceptions of life at school: Contextual correlates of school connectedness in adolescence. Applied Developmental Science,. doi:10.1207/s1532480xads1001_2.

Youngblade, L. M., Theokas, C., Schulenberg, J., Curry, L., Huang, I. C., & Novak, M. (2007). Risk and promotive factors in families, schools, and communities: A contextual model of positive youth development in adolescence. Pediatrics, 119(Supplement 1), S47–S53.CrossRefPubMed

Titel: They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students
verfasst von: Michele L. Allen
Maira Rosas-Lee
Luis Ortega
Mikow Hang
Shannon Pergament
Rebekah Pratt
Publikationsdatum: 01.02.2016
Verlag: Springer US
Erschienen in: Journal of Prevention / Ausgabe 1/2016
Print ISSN: 2731-5533
Elektronische ISSN: 2731-5541
DOI: https://doi.org/10.1007/s10935-015-0415-2

Springer Medizin

Abstract

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 1/2016

Evaluation of a Multimedia Intervention for Children and Families Facing Multiple Military Deployments

Culturally Grounded Prevention for Minority Youth Populations: A Systematic Review of the Literature

Effects of a School-Based Social–Emotional and Character Development Program on Health Behaviors: A Matched-Pair, Cluster-Randomized Controlled Trial

Adaptations in a Community-Based Family Intervention: Replication of Two Coding Schemes

Exploring Change Processes in School-Based Mentoring for Bullied Children