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\"By 2040, more than 30 percent of students in the United States will be immigrants or the children of immigrants. What factors can help these young people thrive in school, despite the many obstacles they face? And how can school staff best support immigrant students' academic and personal success? In Portraits of Promise, educators hear from the ultimate experts -- successful newcomer students. Drawing on the students' own stories, the book highlights the kinds of support and resources that help students engage positively with school culture, establish supportive peer networks, form strong bonds with teachers, manage competing expectations from home and school, and navigate the challenges of high-stakes testing and the college application process.\"--Publisher's description.

Understanding Adolescent Immigrants: Moving toward an Extraordinary Discourse for Extraordinary Youth highlights the voices of these young people by sharing the stories of seven newcomer youths aged 13 to 20 years in U.S. high schools. By learning their histories, present situations, and dreams for the future, we can understand both these students’ unique contribution to their new country and their schools’ roles in helping them achieve success.

Scholarship on Latinos’ lagging US high school graduation and college enrollment rates has focused on systematic biases and inequities in schooling. This article argues for an additional complementary explanation for underachievement and school failure. Namely, it suggests that high school underachievement in Latino children of immigrants can be attributed in part to the bureaucratic nature of schooling and a constant onslaught of bureaucratic errors and omissions. Based upon a 5-year multiple-case study in the southeastern United States, it finds that bureaucratic dysfunctions figured prominently in the education of Latino immigrant youth. The article calls for more research on the impact of bureaucratic errors on educational paths of immigrant students and argues that educators might profitably draw from work on organizational failure to help Latino children of immigrants navigate school bureaucracies more successfully.

Explores the roles of traditional Vietnamese cultural attitudes and the immigrant or refugee experience in developing identity and cultural attitudes among 20 Vietnamese-American high school students; US.

Purpose The purpose of this paper is to describe a university-multi-school district partnership that positively affected the lives of P-12 immigrant, migrant and refugee students and their parents through an iterative collaboration of talent and resources among institutions. Design/methodology/approach This is a case study describing a university-school partnership grant-funded program detailing the processes, products, and implications for policy and practice. Findings University faculty and public school educators must work through intentional, contextually informed partnerships. It is through these partnerships that scarce resources of time, talent, and funds can be used wisely to build sustainable systems to educate students in K-12 schools and prepare future leaders for this work. Research limitations/implications This is a case study limited to the suburban Chicagoland area. Generalities to other communities cannot be directly made. Originality/value This study builds on the extant literature of university-school district partnerships and sustainable leadership theory by exploring the processes for creating iterative and individualized structures that benefit both university and public school districts. This study implores universities to re-examine priorities and purpose, especially within schools and colleges of education, in order to remain viable, relevant institutions for positive school improvement.

THIS INVESTIGATION focuses on the literacy practices of a young Dominican immigrant woman attending a high school in the United States. Drawing from multiple bodies of research and the qualitative research genre of portraiture, the author relies on ethnographic classroom observations and interviews during one and a half years to provide a nuanced glimpse into the complexities of what counts as literacy and whose literacies count in an era of globalization. Findings reveal that immigrant youth's expanding literacy practices shape and are shaped by their participation both in their communities of origin and in their adopted communities as they forge overlapping identities. This investigation shows that helping immigrant youths understand what counts as literacy within new contexts is a complex process that needs to take into account youths' nonlinear development of bilingual competencies, their coming of age, and their shifting ethnic and gendered identities. Findings also underscore the need to broaden theoretical and methodological constructs to build on immigrant youths' full repertoire of literacy practices. Finally, the portrait encourages educators to rethink how to effectively serve secondary Latino/a students in ways that acknowledge their funds of knowledge, academic strengths, needs, and transnational literacy practices. /// ESTA INVESTIGACIÓN se ocupa de las prácticas de alfabetización de una joven inmigrante dominicana que asiste a una escuela media en los Estados Unidos. Abrevando en distintas fuentes de conocimiento y en cierto género de investigación cualitativa (\"portraiture\"), el autor se basa en observaciones etnográficas en el aula y entrevistas durante un año y medio. El propósito es dar una mirada sutil a la complejidad de los significados y los agentes de la alfabetización en la era de la globalización. Los hallazgos revelan que las prácticas de alfabetización en expansión de los jóvenes inmigrantes modelan y son modeladas por su participación, tanto en las comunidades de origen como en las comunidades de adopción, mientras se construyen identidades superpuestas. Esta investigación muestra que ayudar a los jóvenes inmigrantes a comprender el significado de la alfabetización en contextos nuevos es un proceso complejo que requiere la consideración del desarrollo no lineal de las competencias bilingües de los jóvenes, la entrada en la adultez y las identidades étnicas y de género. Los resultados también subrayan la necesidad de ampliar los constructos teóricos y metodológicos para desarrollar en los jóvenes el repertorio completo de sus prácticas de alfabetización. Por último, el cuadro incentiva a los educadores a repensar cómo apoyar eficazmente a los estudiantes secundarios latinos de manera que se tomen en cuenta sus conocimientos de base, capacidades académicas, necesidades y prácticas de alfabetización transnacionales. /// DIESE UNTERSUCHUNG konzentriert sich auf die Schreib- und Lesehandhabungen einer aus der Dominikanischen Republik eingewanderten jungen Frau, die eine High School in den Vereinigten Staaten besucht. Ableitend von vielfältigen Forschungsquellen und dem qualitativen Forschungsgenre als Portraiture, verläßt sich der Autor auf ethnografische Klassenraumbeobachtungen und Interviews über anderthalb Jahre, um einen nuancierten Einblick in jene Komplexität zu geben, die als wesentlich beim Schreiben und Lesen gilt und wessen Schreib- und Leseeigenschaften im Zeitalter der Globalisierung zählen. Aufdeckungen zeigen an, dass die umgreifenden Schreib- und Lesepraktiken bei eingewanderten Jugendlichen sich formen und von ihnen geformt werden, durch ihre Partizipation in beiden, ihrer originären Gemeinschaften und ihrer adoptierten Gemeinschaften, indem diese sich zu überschneidenden Identitäten verschmelzen. Diese Untersuchung zeigt, dass die Bemühungen den eingewanderten Jugendlichen verständlich zu machen was beim Lesen und Schreiben innerhalb neuer Kontexte von Wichtigkeit ist, ein überaus komplexer Prozess ist, der die nicht linear verlaufende Entwicklung bilingualer Sprachkompetenzen in Rechnung stellen muß, als auch ihr Heranwachsen und ihr Wandel ethnischer und geschlechtlicher Identitäten. Die Ergebnisse unterstreichen die Notwendigkeit, theoretische und methodologische Bindungen zu erweitern, um auf dem vollen Repertoir an Schreib- und Lesepraktiken der jugendlichen Einwanderer aufzubauen. Letztlich ermutigt das Porträt die Lehrer zum Überdenken, wie man effektiver den Latino/a Schülern der Sekundaroberstufe auf eine Weise helfen kann, die ihrem Wissenskapital, ihren akademischen Stärken, Bedürfnissen und transnationalen Schreib- und Lesepraktiken Rechnung tragen. /// [Abstract in Japanese]. /// CETTE RECHERCHE est centrée sur les pratiques de lettrisme d'une jeune immigrante dominicaine fréquentant un lycée aux Etats-Unis. Partant d'une multiplicité de contextes de recherche et de recherches qualitatives sur le genre du portrait, l'auteur exploite des observations enthnographiques faites en classe et des entretiens réalisés pendant un an et demi qui conduisent à une image nuancée de la complexité de ce qui peut être considéré comme lettrisme, et des lettrismes qui peuvent être considérés en ces temps de globalisation. Les résultats montrent que les pratiques de lettrisme qui se développent chez de jeunes immigrants façonnnent et sont façonnées par ce qu'ils vivent à la fois dans leur communauté d'origine et dans leur communauté d'adoption tandis qu'ils forgent leurs identités croisées. La recherche montre qu'aider les jeunes immigrants à comprendre ce qui peut être considéré comme lettrisme dans de nouveaux contextes est un processus complexe qui nécessite de prendre en compte le développement non linéaire des compétences bilingues de ces jeunes, le fait que leur âge change, et les transformations qui se produisent dans leurs identités ethniques et de genre. Les résultats mettent aussi en évidence la nécessité d'élargir nos conceptions théoriques et méthodologiques afin de disposer d'un répertoire exhaustif des pratiques de lettrisme des jeunes immigrants. Ce portrait enfin incite les enseignants à repenser leur façon de travailler efficacement avec des lycéeens latinos, de telle sorte que soient reconnus leurs connaissances de base, leurs points forts académiques, leurs besoins, et les pratiques de lettrisme qui dépassent les frontières nationales. /// [Abstract in Russian(Cyrillic)].

The theoretical concept of self-socialization suggests that an individual is able to reflect on the self, formulate a vision of a future self, set goals, and take actions that create or alter the developmental trajectory. This case study of a parachute child illustrates how a person constructs her life from a very young age, drawing on a profound capacity for personal agency to overcome obstacles, identify resources, and internalize values to build a life structure. A model of the psychosocial process of self-socialization emerges from this case. Following the disruption of a well-defined trajectory, self-socialization is observed as a sequence of actions, reflection, correction, and new actions. Self-socialization is possible when a strong sense of self-efficacy is applied to attaining internalized values and goals.

This lesson plan is designed to help students understand urban poverty by studying Cleveland, Ohio's social welfare services. Includes learning objectives, class activities, five scenarios of family and area conditions, and a case study of the \"K\" family. Describes actions taken by the social agency, The Associated Charities. (NL)