Cultivating postsecondary aspirations in immigrant and refugee families through community education, engagement, and empowerment

2020 ◽  
Vol 2020 (191) ◽  
pp. 11-20
Author(s):  
Judy Marquez Kiyama ◽  
Veronica Crespin‐Palmer
Keyword(s):  
Community Education ◽  
Refugee Families ◽  
Immigrant And Refugee ◽  
Postsecondary Aspirations

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

scholarly journals Higher Education’s Role in the Support of Diverse and Ever-Changing New American Cities

2019 ◽  
Vol 30 (4) ◽  
pp. 17-25
Author(s):  
Katherine S. Conway-Turner
Keyword(s):  
English Language ◽  
Population Diversity ◽  
Continuous Change ◽  
New Members ◽  
Social Success ◽  
Refugee Families ◽  
Immigrant And Refugee ◽  
Urban Institutions ◽  
American Cities ◽  
The City

Urban institutions are typically located in diverse and vibrant cities. This diversity has changed over the decades, thus requiring campuses to address the complexity that is seen as these new American cities evolve. In this article the city of Buffalo is discussed as a city that manifests a continuous change in population diversity with a significant increase in the immigrant and refugee populations. The ways that Buffalo State College has evolved its outreach to support immigrants, refugees, and new Americans is discussed, approaches that include ways to support entry and success within the city school systems, support for families and adults learning the English language and preparing for citizenship exams, convening and support to navigate their new location, and assistance in business efforts. Extensions of the mission of urban institutions to support these new members of city communities allows campuses to participate fully in addressing the needs of this important segment of our cities. Immigrant and refugee families add to the vibrancy and economic success of our communities and facilitating their adjustment, integration, and success within our cities not only provides needed support for new American families, but adds to the current and future economic and social success of the community where they now call home. This is an important aspect of the urban anchor mission.

scholarly journals Measuring Situated Literacy Activity

2012 ◽  
Vol 44 (4) ◽  
pp. 396-425 ◽  
Author(s):  
Victoria Purcell-Gates ◽  
Jim Anderson ◽  
Monique Gagne ◽  
Kristy Jang ◽  
Kimberly A. Lenters ◽  
...  
Keyword(s):  
Family Literacy ◽  
Methodological Approach ◽  
Literacy Skill ◽  
Action Research Project ◽  
Refugee Families ◽  
Family Literacy Programs ◽  
Situated Literacy ◽  
Immigrant And Refugee ◽  
The Impact ◽  
Literacy Activity

This report presents the results of the development of a methodological approach to provide empirical evidence that family literacy programs “work.” The assessment techniques were developed within the action research project Literacy for Life (LFL) that the authors designed and delivered for 12 months, working collaboratively with three different cohorts of immigrant and refugee families in western Canada. The goal was to develop valid and reliable measures and analyses to measure the impact on literacy skill and knowledge in a particular version of a literacy program that incorporated real-world literacy activities into instruction for low-English-literate adults and their prekindergarten children, ages 3 to 5. The authors offer this approach to assessment as a promising way to measure the impact of socially situated literacy activity that requires taking the social context of literacy activity into account. They offer this work not as the answer to the challenge of documenting the value of working with families and literacy, but as one way to think about focusing curriculum and assessment within programs that validate the real lives of the participants and build bridges between those lives and literacy work within family literacy programming.

scholarly journals Evaluating services for immigrant and refugee families who experience abuse

2010 ◽  
Vol 16 (Supplement 1) ◽  
pp. A175-A176 ◽  
Author(s):  
L. M. Olson ◽  
A. Parekh
Keyword(s):  
Refugee Families ◽  
Immigrant And Refugee

scholarly journals Review of child maltreatment in immigrant and refugee families

2015 ◽  
Vol 106 (S7) ◽  
pp. eS45-eS56 ◽  
Author(s):  
Annie LeBrun ◽  
Ghayda Hassan ◽  
Mylène Boivin ◽  
Sarah-Louise Fraser ◽  
Sarah Dufour ◽  
...  
Keyword(s):  
Child Maltreatment ◽  
Refugee Families ◽  
Immigrant And Refugee

scholarly journals Treatment Fidelity Among Family Health Promoters Delivering a Physical Activity and Nutrition Intervention to Immigrant and Refugee Families

2016 ◽  
Vol 44 (2) ◽  
pp. 262-270 ◽  
Author(s):  
Carrie A. Bronars ◽  
Marcelo M. Hanza ◽  
Sonja J. Meiers ◽  
Christi A. Patten ◽  
Matthew M. Clark ◽  
...  
Keyword(s):  
Physical Activity ◽  
Underserved Populations ◽  
Family Health ◽  
Treatment Fidelity ◽  
Health Behavior Change ◽  
Nutrition Intervention ◽  
Monitoring Plan ◽  
Refugee Families ◽  
Fidelity Monitoring ◽  
Immigrant And Refugee

Lack of treatment fidelity can be an important source of variation affecting the credibility and utility of outcomes from behavioral intervention research. Development and implementation of a well-designed treatment fidelity plan, especially with research involving underserved populations, requires careful conceptualization of study needs in conjunction with what is feasible in the population. The purpose of this article is to review a fidelity-monitoring plan consistent with the National Institutes of Health Behavior Change Consortium guidelines (e.g., design, training, delivery, receipt, and enactment) for an intervention trial designed to improve physical activity and nutrition among immigrant and refugee families. Description of the fidelity monitoring plan is provided and challenges related to monitoring treatment fidelity in a community-based participatory intervention for immigrant and refugee families are discussed.

scholarly journals The Role of First Language Facilitators in Redefining Parent Involvement: Newcomer Families’ Funds of Knowledge in an Intercultural Preschool Program

2016 ◽  
Vol 38 (2) ◽  
pp. 4-13 ◽  
Author(s):  
Christine Massing ◽  
Anna Kirova ◽  
Kelly Hennig
Keyword(s):  
First Language ◽  
Cultural Knowledge ◽  
Preschool Program ◽  
Cultural Brokers ◽  
Culturally Sustaining Pedagogy ◽  
Conventional View ◽  
Refugee Families ◽  
Developmental Appropriateness ◽  
Immigrant And Refugee ◽  
Newcomer Families

Involving immigrant and refugee families is a desirable goal of ECEprograms in Canada; however, families are typically brought into aprescriptive, defined space framed by Euro-North American standards of developmental appropriateness. Within this space, immigrant and refugee families’ funds of cultural knowledge are systematically marginalized. An intercultural preschool program, in which English was the common language alongside three otherlanguages, aimed at enhancing the children’s knowledge and pride intheir home languages and cultures; the program challenged the conventional view of parental involvement. First language facilitators and cultural brokers acted as conduits between home and preschool and supported social networking within each of the three cultural communities represented in the program. Drawing on data collected through ethnographic methods during a unit on babies as part of an emergent curriculum, the authors describe how the facilitators and brokers brought newcomer families’ knowledge funds into the classroom and curriculum, resulting in a culturally sustaining  pedagogy.

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