The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions

https://www.jstor.org/stable/pdfplus/3516061.pdf

School Engagement: Potential of the Concept, State of the Evidence

Recently, there has been an emergence of literature on the mechanisms through which parents transmit information, values, and perspectives about ethnicity and race to their children, commonly referred to as racial or ethnic socialization. This literature has sought to document the nature of such socialization, its antecedents in parents' and children's characteristics and experiences, and its consequences for children's well-being and development. In this article, the authors integrate and synthesize what is known about racial and ethnic socialization on the basis of current empirical research, examining studies concerning its nature and frequency; its child, parent, and ecological predictors; and its consequences for children's development, including ethnic identity, self-esteem, coping with discrimination, academic achievement, and psychosocial well-being. The authors also discuss conceptual and methodological limitations of the literature and suggest directions for future research.

https://rampages.us/soutsey/wp-content/uploads/sites/13104/2015/11/Hughes-et-al.-2006.pdf

Parents' ethnic-racial socialization practices: a review of research and directions for future study.

Since 1975, the United States has resettled more than 2 million refugees, with approximately half arriving as children. Refugee children have traumatic experiences that can hinder their learning. The United Nations has specified in conventions, and researchers have concurred, that education is essential for refugee children's psychosocial adjustment. However, government officials, public opinion, and researchers have often differed about what is best for refugees' healthy acculturation. On the basis of a large-scale longitudinal study of the children of immigrants and refugees, Portes and Zhou (1993) suggested the theory of segmented assimilation, which accounts for diverse entry situations and receptions of immigrant and refugee populations. This review uses their theory to consider the needs and obstacles to education for refugees, and interventions for success.

/pdf/educational-needs-and-barriers-for-refugee-students-in-the-2ucihmdpfn.pdf

Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature

Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school Minority immigrant parents, compared with native-born parents, reported more barriers to participation and were subsequently less likely to be involved at school Among immigrant parents, time spent in the United States and English language ability were positively associated with involvement, but these associations differed by race Barriers to involvement serve as another source of disadvantage for immigrant parents and their children

Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

Ethnographers from anthropology, sociology, and other disciplines have been at the forefront of efforts to bring gender into scholarship on international and transnational migration. This article traces the long and often arduous history of these scholars’ efforts, arguing that though gender is now less rarely treated merely as a variable in social science writing on migration, it is still not viewed by most researchers in the field as a key constitutive element of migrations. The article highlights critical advances in the labor to engender migration studies, identifies under-researched topics, and argues that there have been opportunities when, had gender been construed as a critical force shaping migrations, the course of research likely would have shifted. The main example developed is the inattention paid to how gendered recruitment practices structure migrations – the fact that gender sways recruiters’ conceptions of appropriate employment niches for men versus women.

Gender Matters: Ethnographers Bring Gender from the Periphery toward the Core of Migration Studies

Children of Immigration

Mental Health Interventions and Services for Vulnerable Children and Young People

Multilingual Living - Explorations of Language and Subjectivity.

International Perspectives on Youth Conflict and Development

Transracial and Intercountry Adoptions: Cultural Guidance for Professionals R. Rong & R. McRoy (Eds) New York: Columbia University Press, 2016. pp. 404, £24.00 (pb). ISBN: 978‐0‐231‐17255‐4.

Anula Nikapota

Papers

Children of Immigration

Mental Health Interventions and Services for Vulnerable Children and Young People

Multilingual Living - Explorations of Language and Subjectivity.

International Perspectives on Youth Conflict and Development

Transracial and Intercountry Adoptions: Cultural Guidance for Professionals R. Rong & R. McRoy (Eds) New York: Columbia University Press, 2016. pp. 404, £24.00 (pb). ISBN: 978‐0‐231‐17255‐4.