Immigrant youth in postsecondary education.

2011 ◽  
pp. 275-296 ◽  
Author(s):  
Lingxin Hao ◽  
Yingyi Ma
Keyword(s):  
Postsecondary Education ◽  
Immigrant Youth

scholarly journals Immigrant Youth in Canadian Postsecondary Education: Pathway Morphologies in the Province of Quebec

2018 ◽  
Vol 34 (2-3) ◽  
Author(s):  
Pierre-Canisius Kamanzi ◽  
Marie-Odile Magnan ◽  
Annie Pilote ◽  
Pierre Doray
Keyword(s):  
Postsecondary Education ◽  
Immigrant Youth

scholarly journals Canadian Immigrant Youth and the Education-Employment Nexus

2019 ◽  
Vol 12 (1) ◽  
pp. 178-199
Author(s):  
Leslie Nichols ◽  
Belinda Ha ◽  
Vappu Tyyskä
Keyword(s):  
Postsecondary Education ◽  
English Language ◽  
Immigrant Youth ◽  
School Curriculum ◽  
Language Instruction ◽  
Economic Policies ◽  
Work Experiences ◽  
Immigrant Services ◽  
Settlement Services ◽  
Prejudice And Discrimination

Canada’s population of immigrant youth between the ages of 15 and 35 is approaching 3 million and growing rapidly. Youth are critical to Canada’s goal of recruiting immigrants to expand the economy, but there is insufficient information about their school and work experiences and inadequate support to ensure their successful integration into the workforce. This literature review investigates the connection between education and work for Canadian immigrant youth. It documents obstacles in the form of underfunded settlement services, lack of diversity in the school curriculum, inadequate English-language instruction at all levels of schooling, racially and ethnically biased streaming of students into the lowest educational track in high school, rejection of foreign school transcripts and work credentials, employers’ prejudice and discrimination, and workplace exploitation. The number and magnitude of these systemic impediments create significant obstacles for immigrant youth. A major cause of these issues is insufficient funding for immigrant services under neoliberal economic policies. The outcomes for immigrant youth include failure to finish secondary and postsecondary education, a long-term cycle of employment in low-skill, low-wage jobs, and socioeconomic hardship such as poverty and homelessness. The authors call for greater attention to this critical population and make nine recommendations that would contribute to solutions in each major issue area impacting the education of Canadian immigrant youth and their entry into the workforce.

scholarly journals Achieving the DREAM: The Effect of IRCA on Immigrant Youth Postsecondary Educational Access

2013 ◽  
Vol 103 (3) ◽  
pp. 428-432 ◽  
Author(s):  
Kalena E Cortes
Keyword(s):  
United States ◽  
Postsecondary Education ◽  
Undocumented Immigrants ◽  
Legal Status ◽  
Immigrant Youth ◽  
The United States ◽  
Immigration Reform ◽  
Educational Access ◽  
Achieving The Dream ◽  
And Control

This paper contributes to the existing literature on the effect of legal status on educational access among immigrant youth in the United States. The Immigration Reform and Control Act (IRCA) of 1986 granted amnesty to undocumented immigrants who entered the United States before 1982. Using a difference-indifferences framework, I analyze the effect of this large amnesty program on immigrant youth's postsecondary educational access. My main finding shows that immigrant youths who were granted amnesty under IRCA are more likely to enroll in postsecondary education.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

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