Rethinking Migration and Education for the 21 st Century

1. Rethinking Migration and Education for the 21st Century Marcelo M. Suárez-Orozco, Ph.D. Co-Director Immigration Studies @ NYU Ross University Professor of Globalization and Education NYU Steinhardt School of Culture, Education, & Human Development www.nyu.education/immigration/

2. Education and Globalization

3. Education for the 21st Century: Three Principles • Education for “doing” and “living” well – the flourishing ideal of Eudaemonia • Education for civic engagement, belonging, and cultural citizenship • Education for the transition to the ever more globally integrated labor market

5. Study Objectives • Identify factors that contribute to 2 ACADEMIC outcomes in Year 5 • Grades • Achievement tests • Identify Trajectories of Grade performance over the course of 5 years • Describe Factors that contribute to Trajectories • Ecological framework • Using mixed methods • Cumulative & interactional developmental challenges

6. Harvard Immigration Study • Longitudinal, interdisciplinary, & comparative • Documenting continuities and discontinuities in immigration youth’s educational attitudes and adaptations over time • 400 Youth from Central America, China, the Dominican Republic, Haiti, & Mexico • Ages 9 & 14 at beginning of study • Recruited from 51 schools in 7 school districts in the Boston & San Francisco areas • Thirty graduate level bicultural & multilingual research assistants • Funded to date by the National Science Foundation, the W.T. Grant Foundation and The Spencer Foundation

7. Ecological Perspective • Individual child level resources and challenges • Academic English Proficiency • Academic engagement • Psychological symptoms • Schooling attitudes • Gender • Family • Maternal education • Paternal work • Household structure/2 adults • School • School segregation • School poverty • Student perceptions of violence

8. Triangulated Data Collection Strategies • Ethnographic Observations • Structured Interviews: • Students • Parents • School Personnel • Bilingual Verbal Abilities Testing • Woodcock-Johnson Test of Achievement • Report Cards • Teacher Completed Behavioral Checklists

9. Predicting Academic Achievement Outcomes Control Variables ~Gender ~Country of Origin ~Years in U.S. GRADES Year 5

10. Predicting Academic Achievement Outcomes Control Variables ~Gender ~Country of Origin ~Years in U.S. GRADES Year 5 School Factors ~School Segregation ~Percent of students in school passing high stakes English test

11. Predicting Academic Achievement Outcomes Control Variables ~Gender ~Country of Origin ~Years in U.S. GRADES Year 5 Home Factors ~2 Adults in home ~Mother’s Education ~Working Father School Factors ~School Segregation ~Percent of students in school passing high stakes English test

12. Predicting Academic Achievement Outcomes Student Factors ~Attitudes towards School ~Psychological Symptoms ~Relational engagement ~Behavioral engagement ~Academic English proficiency Control Variables ~Gender ~Country of Origin ~Years in U.S. GRADES Year 5 Home Factors ~2 Adults in home ~Mother’s Education ~Working Father School Factors ~School Segregation ~Percent of students in school passing high stakes English test 32% of variance

13. Predicting Academic Achievement Outcomes Student Factors ~Attitudes towards School ~Psychological Symptoms ~Relational engagement ~Behavioral engagement ~Academic English proficiency Control Variables ~Gender ~Country of Origin ~Years in U.S. Achievement Test Year 5 Home Factors ~2 Adults in home ~Mother’s Education ~Working Father School Factors ~School Segregation ~Percent of students in school passing high stakes English test

14. Predicting Academic Achievement Outcomes Student Factors ~Attitudes towards School ~Psychological Symptoms ~Relational engagement ~Behavioral engagement ~Academic English proficiency Control Variables ~Gender ~Country of Origin ~Years in U.S. Achievement Test Year 5 Home Factors ~2 Adults in home ~Mother’s Education ~Working Father School Factors ~School Segregation ~Percent of students in school passing high stakes English test 75% of variance

15. Predicting Academic Achievement Outcomes Student Factors ~Attitudes towards School ~Psychological Symptoms ~Relational engagement ~Behavioral engagement ~Academic English proficiency Control Variables ~Gender ~Country of Origin ~Years in U.S. Achievement Test Year 5 Home Factors ~2 Adults in home ~Mother’s Education ~Working Father School Factors ~School Segregation ~Percent of students in school passing high stakes English test 11% of variance

16. Academic Performance Pathways A B C D

17. Explaining the Trajectories • Descriptive Analyses • Chi Squares • ANOVAs • Multiple Case study Analyses • 75 -- 15 from each country of origin group • Multinomial Regressions

18. Declining Performers

19. Myriam—Declining Case Study

20. Low Achiever

21. Leon—Case Study of a Low Achiever

22. Improvers

23. Ramón—Improving Case Study

24. High Achievers

25. Li—Case Study of a High Achiever

26. Accommodating Newcomer Students • Engaging family & community supports • Community outreach & cultural brokers • Faith based supports too often overlooked • New culturally relevant definitions of parental involvement • Thorough initial intake evaluation assessing strengths and gaps • Trauma • Literacy • Interrupted schooling • Academic strengths & deficits • Providing supports for psychological needs • Trauma • Separations • Adjustments to a new land • Wrap around services • Facilitating mentors (peer and adult)

27. Best Practices for the Global Era • Well Grounded in Core Subjects with Strong Language Supports, L1 and L2 • Synthetic &interdisciplinary thinking, (Howard Gardner in Suárez-Orozco, 2010) • Global Consciousness (Boix Mansilla and Howard Gardner in Suárez-Orozco, 2007) • Cultural Sensibilities & Intercultural Skills, (Rita Süssmuth in Suárez-Orozco, 2007) • Self-awareness • Health & wellbeing & self-knowledge (LeVine and Bloom in Suárez-Orozco, 2004 & 2007) • Critical Thinking & Lifelong Learning Skills • Communication Skills (Levy and Murnane in Suárez-Orozco, 2007) • Writing & Public Speaking • Collaborative skills • Interpersonal skills and ability to work with those different than oneself • Information, Media Skills/ICT Literacy (Daley in Suárez-Orozco, 2010) • Life Skills • Leadership • Adaptability & flexibility • Personal accountability & Self-Regulation