School community engaging with immigrant youth: Incorporating personal/social development and ethnic identity development

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mark P. Eades (Creator)
Laura McLaughlin Gonzalez, Associate Professor (Creator)
Andrew "Andy" Supple, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: It has been projected that 33% of all school children will be from immigrant households by the year 2040 (Suarez-Orozco et al., 2010). For school personnel (e.g., administrators, counselors, teachers) working with immigrant youth and adolescents, understanding ethnic identity development is an essential cultural competency. In this essay, the authors outline how the family, peer, and school contexts can influence a student’s ethnic identity, along with suggested activities that utilize ethnic identity development to enhance student personal/social development. Greater personal/social development of individual students and greater integration of marginalized ethnic groups can contribute to a healthier school community. Informal methods of evaluating outcomes are also identified.

Additional Information

School Community Journal
Language: English
Date: 2014
immigrants, youth, ethnic identity development, ethnicity, personal, social , cultural competency, family, parents, peers, schools, students

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