Multicultural Education and Newcomer Youth: Re-Imagining a More Inclusive Vision for Immigrant and Refugee Students

REFERENCES

• Appiah, K (2006, January 1). The case for contamination. New York Times Magazine. Retrieved from http://www.nytimes.com/2006/01/01/magazine/01cosmopolitan.html?oref=login&_r=0
   Google Scholar
• Apple, M.W. (2004). Ideology and curriculum. New York, NY: Routledge.
   Google Scholar
• Aronowitz, M. (1984). The social and emotional adjustment of immigrant children: A review of the literature. International Migration Review, 18(2), 237–257.
   PubMed Web of Science ®Google Scholar
• Banks, J. (1995). Multicultural education: Historical developments, dimensions and practice. In J.A. Banks & C.M. Banks (Eds.), Handbook of research on multicultural education (pp. 3–34). New York, NY: Macmillan.
   Google Scholar
• Banks, J., & Banks, C. (2004). Handbook of research on multicultural education. San Francisco, CA: Jossey Bass.
   Google Scholar
• Bartolome, L., & Trueba, E. (2000). Beyond the politics of schools and the rhetoric of fashionable pedagogies: The significance of teacher ideology. In E. Trueba & L. Bartolome (Eds.), Immigrant voices: In search of educational equity (pp. 277–292). New York, NY: Rowman & Littlefield.
   Google Scholar
• Baolian Qin, D. (2006), “Our child doesn't talk to us anymore": Alienation in immigrant Chinese families. Anthropology & Education Quarterly, 37, 162–179
   Web of Science ®Google Scholar
• Bennett, C. (2001). Genres of research in multicultural education. Review of Educational Research, 71, 171–217.
   Web of Science ®Google Scholar
• Berry, J., Phinney, J., Sam D., & Vedder, P. (2006) Immigrant youth in cultural transition: acculturation, identity, and adaptation across national contexts. New York, NY: Routledge.
   Google Scholar
• Berry, J., & Sam, D. (1997). Acculturation and adaptation. In J. Berry, M. Segall, & C. Kagitcibasi (Eds.), Handbook of cross-cultural psychology, Volume 3: Social Behavior and applications (pp. 291–326). Boston, MA: Allyn & Bacon.
   Google Scholar
• Bozorgmehr, M., & Sabagh, G. (1991). Iranian exiles and immigrants in Los Angeles. In Arghar, F. (Ed.), Iranian Refugees and Exiles Since Khomeini
   Google Scholar
• Capps, R., Fix, M., Murray, J., Ost, J., Passel, J.S., & Hernandez, S.H. (2005). The new demography of America's schools: Immigration and the No Child Left Behind Act. Retrieved October 27, 2015 from http://www.urban.org/UploadedPDF/311230_new_demography.pdf
   Google Scholar
• Centrie, C. (2000). Free spaces unbound: Families, community, and Vietnamese high school students’ identities. In L. Weis & M. Fine (Eds), Construction sites: Excavating race, class, and gender among urban youth (pp. 65–83). New York, NY: Teachers College Press.
   Google Scholar
• Craig, C.D., Sossou, M.A., Schnak, M., & Essex, H. (2008). Complicated grief and its relationship to mental health and well-being among Bosnian refugees after resettlement in the United States: Implications for practice, policy, and research. Traumatology, 14(4), 103--115.
   Google Scholar
• Choi, H., Meininger, J.C., & Roberts, R.E. (2006). Ethnic differences in adolescents' mental distress, social stress, and resources. Adolescence, 41(162), 263–283.
   PubMed Web of Science ®Google Scholar
• Cochran-Smith, M. (2003). Standing at the cross-roads: Multicultural teacher education at the beginning of the 21st century. Multicultural Perspectives, 5(3), 3–11.
   Google Scholar
• Cochran-Smith, M. (2004). Defining the outcomes of teacher education: What's social justice got to do with it? Asia-Pacific Journal of Teacher Education, 32(3), 193–212.
   Google Scholar
• Dabach, D. (2011). Teachers as agents of reception: An analysis of teacher preference for immigrant-origin second language learners. New Educator, 7(1), 66–86.
   Google Scholar
• Delgado, M. (2012). Urban youth and photovoice: Visual ethnography in action. New York, NY: Oxford University Press.
   Google Scholar
• DiAngelo, R., & Sensoy, Ö. (2010). “OK, I get it! Now tell me how to do it!”: Why we can't just tell you how to do critical multicultural education. Multicultural Perspectives, 12(2), 97–102.
   Google Scholar
• Dolby, N. (2003). Changing selves: Multicultural education and the challenge of new identities. Teachers College Record, 102(5), 898–912.
   Web of Science ®Google Scholar
• Eccles, J., & Roeser, R. (2003). Schools as developmental contexts. In G.R. Adams & M.D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 129–148). Malden, MA: Blackwell.
   Google Scholar
• Faltis, C., & Valdes, G. (2010) Educating immigrant students, refugees and English language learners: A No Borders perspective. National Society for the Study of Education, 109(2), 285–296.
   Google Scholar
• Faulstich Orellana, M. (2003). Responsibilities of children in Latino immigrant homes. New Directions for Youth Development, 100, 25–39.
   PubMedGoogle Scholar
• Fillmore, L.W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323–346.
   Google Scholar
• Garcia Coll, C., & Magnuson, K. (1997). The psychological experience of immigration: A developmental perspective. In A. Booth, A.C. Crouter, & N. Landale (Eds.), Immigration and the family: Research and policy on U.S. immigrants (pp. 91–132). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Gay, G. (1994). A synthesis of scholarship in multicultural education (Urban Education Monograph Series). Oak Brook, IL: North Central Regional Education Laboratory.
   Google Scholar
• Gay, G. (2000). Culturally responsive teaching. New York, NY: Teachers College Press
   Google Scholar
• Gay, G., & Howard, T. (2000). Multicultural teacher education for the 21st century. Teacher Educator, 36(1), 1–16.
   Google Scholar
• Gibson, M.A., & Rojas, A.R. (2006). Globalization, immigration, and the education of “new” immigrants in the 21st century. Current Issues in Comparative Education, 9(1), 69–76.
   Google Scholar
• Gitlin, A., Buendía, E., Crosland, K., & Doumbia, F. (2003). The production of margin and center: Welcoming–unwelcoming of immigrant students. American Educational Research Journal, 40(1), 91–122.
   Web of Science ®Google Scholar
• Gonzales, R.G. (2011). Learning to be illegal undocumented youth and shifting legal contexts in the transition to adulthood. American Sociological Review, 76(4), 602–619.
   Web of Science ®Google Scholar
• Goodwin, A. (2010). Curriculum as colonizer: (Asian) American education in the current U.S. context. Teachers College Record, 112(12), 3102–3138
   Web of Science ®Google Scholar
• Goodwin, A.L. (1997). Multicultural stories preservice teachers' conceptions of and responses to issues of diversity. Urban Education, 32(1), 117–145.
   Web of Science ®Google Scholar
• Goodwin, A.L. (2002). Teacher preparation and the education of immigrant students. Education and Urban Society, 34, 156–172.
   Web of Science ®Google Scholar
• He, M.F., Phillion, J., Chan, E., & Xu, S.J. (2008). Immigrant students’ experience of curriculum. In F.M. Connelly, M.F. He, & J. Phillion (Eds.), Handbook of curriculum and instruction (pp. 219–239). Thousand Oaks, CA: Sage.
   Google Scholar
• Hebert, Y. (2001). Identity, diversity and education: A critical review of the literature. Canadian Ethnic Studies Journal, 33(3), 155–187.
   Google Scholar
• Heptinstall, E., Sethna, V., & Taylor, E. (2004). PTSD and depression in refugee children. European Child and Adolescent Psychiatry, 13(6), 373–380.
   PubMed Web of Science ®Google Scholar
• Hernandez, D.J., Denton, N.A., & Macartney, S.E. (2008). Children in immigrant families: Looking to America's future. Social Policy Report, 22, 3--22.
   Google Scholar
• Howard, T. (2001). Telling their side of the story: African-American students' perceptions of culturally relevant teaching. Urban Review, 33(2), 131–149.
   Google Scholar
• Igoa, C. (2007). Immigrant Children: Art as a Second Language. In S. Books (Ed), Invisible children in the society and its schools (pp. 117–139). New York, NY: Routledge.
   Google Scholar
• Igoa, C. (2013). The inner world of the immigrant child. New York, NY: Routledge.
   Google Scholar
• Kamya, H.A. (1997). African immigrants in the United States: The challenge for research and practice. Social Work, 42(2), 154–165.
   Web of Science ®Google Scholar
• Kaplan, I., & Howes, A. (2004). “Seeing through different eyes”: Exploring the value of participative research using images in schools. Cambridge Journal of Education, 34(2), 143–155.
   Google Scholar
• Karatzias, A., Chouliara, Z., Power, K., & Swanson, V. (2006). Predicting general well-being from self-esteem and affectivity: An exploratory study with Scottish adolescents. Quality of Life Research, 15(7), 1143–1151.
   PubMed Web of Science ®Google Scholar
• Kim, S., & Slapac, A. (2015) Culturally Responsive, Transformative Pedagogy in the Transnational Era: Critical Perspectives, Educational Studies, 51(1), 17–27.
   Web of Science ®Google Scholar
• Kymlicka, W. (2010). The rise and fall of multiculturalism? New debates on inclusion and accommodation in diverse societies. International Social Science Journal, 61, 97–112.
   Google Scholar
• Ladson-Billings, G. (1992a). Culturally relevant teaching: The key to making multicultural education work. In C.A. Grant (Ed.): Research and multicultural education (pp. 106–121). London, UK: Falmer Press.
   Google Scholar
• Ladson-Billings, G. (1992b). Liberatory consequences of literacy: A case of culturally relevant instruction for African American students. The Journal of Negro Education, 61(3), 378--391.
   Google Scholar
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
   Web of Science ®Google Scholar
• Lee, J.S. (2010). Culturally relevant pedagogy for immigrant children and English language learners. In C. Faltis & G. Valdes (Eds.) Education, immigrant students, refugee students and English learners. National Society for the Study of Education Yearbook (pp. 453–473). New York, NY: Teachers College Press.
   Google Scholar
• Lee, J.S. & Anderson, K. (2009). Negotiating linguistic and cultural identities: Theorizing and constructing opportunities and risks in education. Review of Research in Education, 33.
   Web of Science ®Google Scholar
• McBrien, 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
   Web of Science ®Google Scholar
• McCargar, D.F. (1993). Teacher and student role expectations: Cross‐cultural differences and implications. Modern Language Journal, 77(2), 192–207.
   Web of Science ®Google Scholar
• Morrison, K.A., Robbins, H.H., & Rose, D.G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433–452.
   Google Scholar
• Ngo, B. (2010). Doing “diversity” at Dynamic High: Problems and possibilities of multicultural education in practice. Education and Urban Society, 42(4), 473–495.
   Web of Science ®Google Scholar
• Nieto, S. (2003). Profoundly multicultural questions. Educational Leadership, 60(4), 6–10.
   Web of Science ®Google Scholar
• Nieto, S. (2004). Affirming diversity: The sociopolitical context of multicultural education. (4th ed.). Boston, MA: Pearson.
   Google Scholar
• Nieto, S., Bode, P., Kang, E., & Raible, J. (2008). Identity, community and diversity: Retheorizing multicultural curriculum for the postmodern era. In F.M. Connelly, M.F. He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction (176–197). Thousand Oaks, CA: Sage.
   Google Scholar
• Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. advances in contemporary educational thought, Volume 8. New York, NY: Teachers College Press.
   Google Scholar
• Oikonomidoy, E. (2011). Immigrant-responsive multicultural education in the U.S. Diaspora, Indigenous, and Minority Education, 5(1), 17–32.
   Google Scholar
• Onchwari, G., Onchwari, J.A., & Keengwe, J. (2008). Teaching the immigrant child: Application of child development theories. Early Childhood Education Journal, 36(3), 267–273.
   Google Scholar
• Ooka Pang, V. (2005). Multicultural education: A caring-centered approach (2nd ed.). Boston, MA: McGraw-Hill.
   Google Scholar
• Orellana, M.F. (2009). Translating childhoods: Immigrant youth, language, and culture. New Brunswick, NJ: Rutgers University Press.
   Google Scholar
• Osborne, B (1996). Practice into theory into practice: Culturally-relevant pedagogy for students who have been marginalized and normalized. Anthropology and Education Quarterly, 27(3), 285–314.
   Web of Science ®Google Scholar
• Perreira, K.M., Harris, K.M., & Lee, D. (2006). Making it in America: High school completion by immigrant and native youth. . Demography, 43(3), 511–536.
   PubMed Web of Science ®Google Scholar
• Phelan, P., Yu, H., & Davidson, A. (1994). Navigating the psychosocial pressures of adolescence: The voices and experiences of high school youth. American Educational Research Journal, 31(2), 415–447.
   Web of Science ®Google Scholar
• Portes, A. (2000). The two meanings of social capital. Sociological Forum, 15(1), 1–12.
   Web of Science ®Google Scholar
• Portes, A., & Rumbaut, R.G. (2006). Immigrant America: a portrait. Berkeley, CA: University of California Press.
   Google Scholar
• Portes, A., & Zhou, M. (1993). The new second generation: Segmented assimilation and its variants. Annals of the American Academy of Political and Social Science, 530(1), 74–96.
   Web of Science ®Google Scholar
• Qin, D.B. (2008). Doing well vs. feeling well: Understanding family dynamics and the psychological adjustment of Chinese immigrant adolescents. Journal of Youth and Adolescence, 37(1), 22–35.
   Web of Science ®Google Scholar
• Rios-Rojas, A. (2012, April). The tensions and contradictions of learning citizenship identities in a citizenship education classroom. Paper presented at the American Educational Research Association Annual Conference, Vancouver, CA.
   Google Scholar
• Rodriguez, L.F. (2008a). Struggling to recognize their existence: Student–adult relationships in the urban high school context. Urban Review, 40, 436–453.
   Google Scholar
• Rodriguez, L.F. (2008b). “Teachers know you can do more ”: Manufacturing deliberate cultures of success for urban high school students. Educational Policy, 22, 758–780.
   Web of Science ®Google Scholar
• Rodriguez, L.F. (2012). “Everybody grieves, but still nobody sees”: Toward a praxis of recognition for Latina/o students in U.S. schools. Teachers College Record, 14(1), 1–31.
   Google Scholar
• Rong, X., & Brown, F. (2002). Socialization, culture, and identities of Black immigrant children: What educators need to know and do. Education and Urban Society, 2, 247–273.
   Web of Science ®Google Scholar
• Rong, X.L., & Fitchett, P. (2008). Socialization and Identity Transformation of Black Immigrant Youth in the United States. Theory Into Practice, 47
   Web of Science ®Google Scholar
• Roy, L.A., & Roxas, K.C. (2011). Whose deficit is this anyhow?Harvard Educational Review, 81(3), 521–542.
   Web of Science ®Google Scholar
• Rubin, B. (2007). “There's still not justice:” Youth civic identity development among distinct school and community contexts. Teachers College Record, 109, 449–481.
   Web of Science ®Google Scholar
• Rubin, B.C., & Abuel-Haj, T.R. (2012, April). Civic learning for empowerment in contexts of disjuncture: Engaging inequality and conflict in U.S. classrooms. Presentation at the American Educational Research Association, 2012, Canada, Vancouver.
   Google Scholar
• Rubin, B.C., & Hayes, B.F. (2010). “No backpacks" versus "drugs and murder": The promise and complexity of youth civic action research. Harvard Educational Review, 80(3), 352–378, 435–436. Retrieved from http://search.proquest.com/docview/756745188?accountid=9784
   Web of Science ®Google Scholar
• Seif, H. (2011). “Unapologetic and unafraid”: Immigrant youth come out from the shadows. New directions for child and adolescent development, 2011(134), 59–75
   PubMedGoogle Scholar
• Shaw, J. (2003). Children exposed to war/terrorism. Clinical Child and Family Psychology Review, 6(4), 237–246.
   PubMed Web of Science ®Google Scholar
• Short, D.J., & Boyson, B.A. (2012). Helping newcomer students succeed in secondary schools and beyond. Washington, DC: Center for Applied Linguistics
   Google Scholar
• Sleeter, C.E., & Grant, C.A. (1987). An analysis of multicultural education in the United States. Harvard Educational Review, 57(4), 421–445.
   Web of Science ®Google Scholar
• Sleeter, C., Torres, M.N., & Laughlin, P. (2004). Scaffolding conscientization through inquiry in teacher education. Teacher Education Quarterly, 31, 81–96.
   Google Scholar
• Spencer, M. & Dornbusch, S. (1990). Challenges in studying minority youth. In S. Feldman & G. Elliott (Eds.), At the threshold: The developing adolescent (pp. 123–146). Cambridge, MA: Harvard University Press.
   Google Scholar
• Stokes-DuPass, N. (2014). Integration and new limits on citizenship: Denmark and beyond. New York, NY: Palgrave Macmillan.
   Google Scholar
• Suárez-Orozco, C. (2000). Identities under siege: Immigration stress and social mirroring among the children of immigrants. Publications-Society for Psychological Anthropology, 11, 194–226.
   Google Scholar
• Suárez-Orozco, C. (2004). Formulating identity in a globalized world. In M. Suárez-Orozco & D. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium (pp. 173–202). Berkeley, CA: University of California Press.
   Google Scholar
• Suárez-Orozco, C., & Carhill, A. (2008), Afterword: New directions in research with immigrant families and their children. New Directions for Child and Adolescent Development, 121, 87–104.
   PubMedGoogle Scholar
• Suárez-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.
   Web of Science ®Google Scholar
• Suárez-Orozco, C., Suárez-Orozco, M., & Todorova, I. (2008). Learning a new land. Immigrant students in American society. Cambridge, MA: The Belknap Press of Harvard University Press.
   Google Scholar
• Suárez‐Orozco, C., Todorova, I.L., & Louie, J. (2002). Making up for lost time: The experience of separation and reunification among immigrant families. Family Process, 41(4), 625–643.
   PubMed Web of Science ®Google Scholar
• Suárez-Orozco, C., Yoshikawa, H., Teranishi, R.T., & Suárez-Orozco, M.M. (2011). Growing up in the shadows: The developmental implications of unauthorized status. Harvard Educational Review, 81(3), 438–473.
   Web of Science ®Google Scholar
• Tatum, B.D. (2003). "Why are all the Black kids sitting together in the cafeteria?": and other conversations about race. New York, NY: Basic Books.
   Google Scholar
• Trueba, H.T. (1988). Culturally based explanations of minority students' academic achievement. Anthropology & Education Quarterly, 19(3), 270–287.
   Web of Science ®Google Scholar
• Volkan, V. (1993). Immigrants and refugees: A psychodynamic perspective. Mind and Human Interaction, 4, 63–69.
   Google Scholar
• Wallitt, R. (2008). Cambodian invisibility: Students lost between the “achievement gap” and the “model minority”. Multicultural Perspectives, 10(1), 3–9.
   Google Scholar
• Waters, M.C. (2009). Black identities. Cambridge, MA: Harvard University Press.
   Google Scholar
• Westernmeyer, J., & Wahmanholm, K. (1996). Refugee children. In R. Apfel & B. Simon (Eds.), Minefields in their hearts: The mental health of children in war and communal violence (pp. 75–103). New Haven, CT: Yale University Press
   Google Scholar
• Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 6(3), 248–260.
   Web of Science ®Google Scholar
• Zhou, M. (1997). Growing up American: The challenge confronting immigrant children and children of immigrants. Annual Review of Sociology, 23, 63–95.
   Web of Science ®Google Scholar
• Zhou, M. (2003). Urban education: Challenges in educating culturally diverse children. Teachers College Record, 105(2), 208–225.
   Web of Science ®Google Scholar