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CHAPTER 4 RESOURCES Stanton-Salazar, R. D. (2011, September). A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Youth & Society, 43(3), 1066–1109. doi:10.1177/0044118X10382877 This paper analyzes the role of social networks and information as disadvantaged youth navigate postsecondary institutions. Stavsky, S. (2015, March). Measuring social and emotional learning with the Survey of Academic and Youth Outcomes (SAYO). Wellesley, MA: National Institute on Out-of-School Time. Retrieved from http://www.niost.org/pdf/MeasuringSELwithSAYO.pdf “This paper seeks to demonstrate how the Survey of Academic and Youth Outcomes (SAYO), a tool developed by the National Institute on Out-of-School Time (NIOST) and used in the OST field for over a decade, can measure many of the SEL competencies of interest to the OST field.” Suárez-Orozco, C., Pimentel, A., & Martin, M. (2009, March). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712– 749. Retrieved from http://steinhardt.nyu.edu/immigration.olde/pdf/2009/EngagementTCR.pdf This mixed methods study considers how supportive relationships are important to academic engagement of newcomers, and includes two case studies of students. Suárez-Orozco, C., & Qin, D. B. (2006, February). Gendered perspectives in psychology: Immigrant origin youth. International Migration Review, 40(1), 165–198. Provides reviews on studies that address gender and migration focusing on the experience of children and adolescents. The article provides developmental perspectives on family relations, well-being, identity formation, and educational outcomes, paying particular attention to the role of gender in these domains. Suárez-Orozco, C., Rhodes, J., & Milburn, M. (2009). Unraveling the immigrant paradox: Academic engagement and disengagement among recently arrived immigrant youth. Youth & Society, 41(2), 151–185. Retrieved from http://www.rhodeslab.org/files/ImmigrantParadox.pdf This article discusses the results of the Longitudinal Immigrant Student Adaptation Study (LISA) and the impact of supportive relationships on academic success. Suárez-Orozco, C., & Suárez-Orozco, M. M. (2001). Children of immigration. Cambridge, MA: Harvard University Press. This book describes the immense potential of immigrant children and the obstacles and trauma these children may face. Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA: Harvard University Press. The authors investigate the development pathways of first-generation immigrant students using the Longitudinal Immigrant Student Adaptation Study (LISA), with a focus on the networks of support in which each immigrant student operates, giving weight to methods of identity construction, meaningful relationships, and issues of inner-family communications. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 33 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 4 RESOURCES Suárez-Orozco, C., & Todorova, I. L. (2003, Winter). The social worlds of immigrant youth. New Directions for Youth Development, no. 100, 15–24. This chapter focuses on a case study of an immigrant youth’s experiences of migration, familial separation/ reunification, and other complex factors. Suárez-Orozco, C., Todorova, I. L. G., & Louie, J. (2002). Making up for lost time: The experience of separation and reunification among immigrant families. Family Process, 41(4), 625–643. Retrieved from https://steinhardt.nyu.edu/scmsAdmin/uploads/004/295/Family%20Process%202002.pdf This article presents research findings from an interdisciplinary study of immigrants in the U.S. and their familial relationships as well as the corresponding support schools could be providing. Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010, January). What can be done about school bullying? Linking research to educational practice. Educational Researcher, 39(1), 38–47. This review of the research on school anti-bullying programs proposes some reasons why evidence of effectiveness has been elusive. U.S. Department of Education. (2016). ED School Climate Surveys (EDSCLS): Measures. Retrieved from http://safesupportivelearning.ed.gov/edscls/measures The article discusses ED School Climate Surveys (EDSCLS), and how to use them. U.S. Department of Education. (2015, December 15). Dear colleage letter: Letter to educational leaders regarding discrimination and harassment based on race, religion, or national origin. Retrieved from http://www2.ed.gov/policy/gen/guid/secletter/151231.html This letter on preventing discrimination and harassment in schools features concrete advice on proactive measures, and links to research and resources that can further assist educators in their efforts. U.S. Department of Education. (2015, October 20). Resource guide: Supporting undocumented youth. Retrieved from http://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf This briefing includes an overview of U.S. supports and policies regarding undocumented youth and offers numerous strategies and tactics for secondary school educators, counselors, and other school staff to support undocumented youth. U.S. Department of Education, Office of English Language Acquisition. (2015). English Learner tool kit [Web page]. Retrieved from http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html This page provides links to download the EL tool kit for SEAs and LEAs as one document or by individual chapters; the introduction is available in multiple languages. The EL tool kit is designed for state, district, and school administrators, and for teachers; it offers tools and resources to help them meet their legal obligations in providing support to ELs to learn English while meeting college- and careerreadiness standards. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 34 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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CHAPTER 1 RESOURCES Jacoby, T. (200
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CHAPTER 1 RESOURCES U.S. Citizenshi
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CHAPTER 2: Welcoming Newcomers to a
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It is fundamental to schools’ wor
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3. Communication with students and
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3. Communication with students and
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classes for parents, and an array o
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Process and Practice Components of
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Practice and Process Components of
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Practice and Process Components of
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CHAPTER 2 CLASSROOM TOOL Connecting
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CHAPTER 2 SCHOOLWIDE TOOL New York
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 RESOURCES de Vise, D. (20
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CHAPTER 2 RESOURCES Plyler v. Doe,
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CHAPTER 2 RESOURCES U.S. Department
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Cultivating Global Competencies New
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These perspectives provide a platfo
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process; learning a second language
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• gain control of their own learn
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Misconceptions (continued) • Deve
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Key Attributes of Dual Language Edu
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their individual needs. The focus o
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