Educational Services for Unaccompanied Immigrant Children in the United States

References

• Adelman, M., & Székely, M. (2016). School dropout in Central America: An overview of trends, causes, consequences, and promising interventions [working paper]. World Bank Group. https://documents1.worldbank.org/curated/en/308171468198232128/pdf/WPS7561.pdf
   Google Scholar
• Administration for Children and Families (2021, March 17). Unaccompanied children program information. https://www.acf.hhs.gov/orr/unaccompanied-children-info
   Google Scholar
• Ager, A., & Strang, A. (2008). Understanding integration: A conceptual framework. Journal of Refugee Studies, 21(2), 166–191. https://doi.org/10.1093/jrs/fen016
   Web of Science ®Google Scholar
• Anselme, M. L., & Hands, C. (2010). Access to secondary and tertiary education for all refugees: Steps and challenges to overcome. Refuge, 27(2), 89–96. https://doi.org/10.25071/1920-7336.34725
   Google Scholar
• Cardoso, J. B., Brabeck, K., Stinchcomb, D., Heidbrink, L., Price, O. A., Gil-García, Ó. F., Crea, T. M., & Zayas, L. H. (2019). Integration of unaccompanied migrant youth in the united states: A call for research. Journal of Ethnic and Migration Studies, 45(2), 273–292. https://doi.org/10.1080/1369183X.2017.1404261
   PubMed Web of Science ®Google Scholar
• Capps, R., Berger Cardoso, J., Brabeck, K., Fix, M., & Ruiz Soto, A. G. (2020). Immigration enforcement and the mental health of Latino high school students. Migration Policy Institute.
   Google Scholar
• Carlo, G., White, R. M. B., Streit, C., Knight, G. P., & Zeiders, K. H. (2018). Longitudinal relations among parenting styles, prosocial behaviors, and academic outcomes in U.S. Mexican adolescents. Child Development, 89(2), 577–592. https://doi.org/10.1111/cdev.12761
   PubMed Web of Science ®Google Scholar
• Crea, T. M., Hasson, R. G., III, Evans, K., Berger Cardoso, J., & Underwood, D. (2018). Moving forward: Educational outcomes for existing unaccompanied refugee minors (URM) foster care in the United States. Journal of Refugee Studies, 31(2), 240–256. https://doi.org/10.1093/jrs/fex020
   Web of Science ®Google Scholar
• Crea, T. M., Lopez, A., Hasson, I. I. I., R. G., Evans, K., Palleschi, C., & Underwood, D. (2018). Unaccompanied immigrant children in long term foster care: Identifying needs and best practices from a child welfare perspective. Children and Youth Services Review, 92, 56–64. https://doi.org/10.1016/j.childyouth.2017.12.017
   Web of Science ®Google Scholar
• Evans, K., Oliveira, G., Hasson, R. G., III, Crea, T. M., Neville, S. E., & Fitchett, V. (2022). Unaccompanied children’s education in the United States: Service provider’s perspective on challenges and support strategies. Cultura Educación y Sociedad, 13(1), 193–218.
   Google Scholar
• Evans, K., Perez-Aponte, J., & McRoy, R. (2020). Without a paddle: Barriers to school enrollment procedures for immigrant students and families. Education and Urban Society, 52(9), 1283–1304. https://doi.org/10.1177/0013124519894976
   Web of Science ®Google Scholar
• Evans, K., Pardue-Kim, M., Crea, T. M., Coleman, L., Diebold, K., & Underwood, D. (2018). Foster care outcomes for unaccompanied refugee minors: A pilot study. Child Welfare, 96(6), 87–106.
   Web of Science ®Google Scholar
• Fischer, C., Harvey, E. A., & Driscoll, P. (2009). Parent-centered parenting values among Latino immigrant mothers. Journal of Family Studies, 15(3), 296–308. https://doi.org/10.5172/jfs.15.3.296
   Web of Science ®Google Scholar
• Franco, D. (2018). Trauma without borders: The necessity for school-based interventions in treating unaccompanied refugee minors. Child & Adolescent Social Work Journal: C & A, 35(6), 551–565. https://doi.org/10.1007/s10560-018-0552-6
   PubMed Web of Science ®Google Scholar
• Hasson, R. G., III, Cardoso, J., & Crea, T. (2019). Unaccompanied refugee minors and migrant youth policy and practices in the United States. In Oxford research Encyclopedia of social work. Oxford University Press. https://doi.org/10.1093/acrefore/9780199975839.013.1296
   Google Scholar
• Henry, C. S., Merten, M. J., Plunkett, S. W., & Sands, T. (2008). Neighborhood, parenting, and adolescent factors and academic achievement in Latino adolescents from immigrant families. Family Relations, 57(5), 579–590. https://doi.org/10.1111/j.1741-3729.2008.00524.x
   Web of Science ®Google Scholar
• Lorenzen, M. (2017). The mixed motives of unaccompanied child migrants from Central America’s Northern Triangle. Journal on Migration and Human Security, 5(4), 744–767. https://doi.org/10.1177/233150241700500402
   Google Scholar
• Menjívar, C. (2008). Educational hopes, documented dreams: Guatemalan and Salvadoran immigrants’ legality and educational prospects. The ANNALS of the American Academy of Political and Social Science, 620(1), 177–193. https://doi.org/10.1177/0002716208323020
   Web of Science ®Google Scholar
• National Academies of Sciences, Engineering, and Medicine [NASEM] Panel on the Integration of Immigrants into American Society. (2015). The integration of immigrants into American Society. In M. C. Waters and M.G. Pineau (Eds.), Committee on Population, Division of Behavioral and Social Sciences and Education. The National Academies Press. https://doi.org/10.17226/21746.
   Google Scholar
• Office of Refugee Resettlement [ORR]. (2021, March 11). Facts and data. https://www.acf.hhs.gov/orr/about/ucs/facts-and-data
   Google Scholar
• Office of Refugee Resettlement [ORR]. (2018, September 5). Children entering the United States unaccompanied: Section 6: Resources and services available after release from ORR care. https://www.acf.hhs.gov/orr/policy-guidance/children-entering-united-states-unaccompanied-section-6#6.2
   Google Scholar
• Pierce, S. (2015, October). Unaccompanied child migrants in U.S. communities, immigration court, and schools. Migration Policy Institute. https://www.migrationpolicy.org/sites/default/files/publications/UAC-Integration-FINALWEB.pdf
   Google Scholar
• Quiñones, S., & Marquez Kiyama, J. (2014). Contra la corriente (against the current): The role of Latino fathers in family–school engagement. School Community Journal, 1(24), 149–176.
   Google Scholar
• Roth, B. J., & Grace, B. L. (2015). Falling through the cracks: The paradox of post-release services for unaccompanied child migrants. Children & Youth Services Review, 58, 244–252. https://doi.org/10.1016/j.childyouth.2015.10.007
   Web of Science ®Google Scholar
• Suizzo, M.-A., Jackson, K. M., Pahlke, E., Marroquin, Y., Blondeau, L., & Martinez, A. (2012). Pathways to achievement: how low-income Mexican-origin parents promote their adolescents through school. Family Relations, 61(4), 533–547. https://doi.org/10.1111/j.1741-3729.2012.00727.x
   Web of Science ®Google Scholar
• UNICEF. (2016, August). Broken dreams: Central American children’s dangerous journey to the United States. https://www.unicef.org/infobycountry/files/UNICEF_Child_Alert_Central_America_2016_report_final(1).pdf.
   Google Scholar
• United Nations High Commissioner for Refugees [UNHCR]. (2014). Children on the run: Unaccompanied children leaving Central America and Mexico and the need for inter- national protection. http://www.unhcr.org/en-us/children-on-the-run.html
   Google Scholar