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Using Bourdieu's model of social and cultural reproduction, I examine student achievement and parental involvement levels across seven immigrant nationalities: Cambodian, Cuban, Filipino, Laotian, Mexican, Nicaraguan, and Vietnamese. I then analyze the relationships between five parental involvement types and GPA, while controlling for student, family, and school characteristics. Finally, I test for interaction effects to examine variations across groups. Results point to parent expectations as a strong predictor of student success, especially among Cubans, Filipinos, and Vietnamese, while other dimensions of parental involvement have little or no effect. Bourdieu's model may not be adequate among immigrant parents and their children who follow a pattern of dissonant acculturation.

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This study aimed to explore the indirect effect of parental attachment on psychological well-being via bicultural identity integration (BII) in a sample of bicultural young adult children of immigrant caregivers, as well as the moderator effect of language brokering on the relation between parental attachment and BII. The final sample included 107 participants who were recruited through various psychology listservs, social media advertisements, undergraduate psychological courses, and snowball sampling methods to complete an online survey via Qualtrics. Preliminary analyses revealed that age and race/ethnicity were significantly associated with some variables of interest. Results of primary analyses revealed a significant relation between parental attachment and psychological distress, but not with life satisfaction. Bivariate correlations revealed a significantly positive relation between BII blendedness and life satisfaction but no significant relation with psychological distress. However, BII harmony was not significantly correlated with either psychological well-being outcome. There were no significant findings when examining the indirect-effect, moderation, and moderated mediational effects. Findings derived from this study contribute to a greater understanding of the cognitive and affective processes that contribute to the integration of bicultural identities. Relevant literature, conceptual reasoning and empirical evidence for the research methods, and counseling implications of the findings, limitations, and future directions are discussed.

Thesis (MEdPsych)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: South Africa attracts a significant number of refugees and immigrants from poverty-stricken and war-ravaged African nations who come in search of greener pastures. As this population continues to grow, immigrant learners have begun to experience South African schools in an array of uniquely challenging ways (Vandeyar, 2010). This influx of foreigners has increased the diversity in South African classrooms and presents challenges for the foreign learner as well as for the school. While several studies have been undertaken to examine educational factors relating to the education of foreign learners in South Africa, the psychosocial experiences of these learners have not received research attention. The present study sought to understand the psychosocial experiences of immigrant learners in South Africa. The theoretical framework of the study was guided by Erikson’s psychosocial theory. Within the framework of Erikson’s psychosocial theory (Passer & Smith, 2008; Plotnik, 1993), psychological factors such as self-esteem, self-identity, self-efficacy and confidence, as well as social factors such as language, culture and peer relations, were explored in an attempt to understand their adjustment to learning in a culturally different environment. A basic qualitative research design was utilised. Participants were voluntarily recruited at a primary school in the Western Cape Province of South Africa. Purposive sampling was used to identify nine immigrant learners between the ages of six and twelve, who had at least attended the first-grade level in their native countries, for participation. Data were collected through the draw-and-tell technique, interviews and observations and analysed by means of thematic content analysis. The recurring themes derived from the interviews indicated that immigrant learners experience psycho-social challenges that involve the accent of the English language, establishment of friendships and bullying. These challenges have had a negative impact on their self-confidence, self-efficacy and self-esteem and their characters have also been changed in trying to adapt to the environmental demands. It is anticipated that the findings of the study will contribute to the development of meaningful support strategies for immigrant learners. The recommendations made include that the school must devise school policies which promote acknowledgement and acceptance of diversity within the school. There is a need for activities that accommodate diverse learners within the school. Learners need to share and enlighten each other about their cultural values and morals. Activities may involve role-plays at assembly, and having different weeks of commemorating or celebrating the different cultures of different learners within the school. The host learners also need to participate in these activities. Adopting the circle of courage philosophy, that is, sense of belonging, respect, generosity and industry, should be the starting point for the school and all learners. Bringing in the circle of courage can assist the whole school in accepting and understanding one another. The circle of courage is a model of empowerment; it is a philosophy in support of ‘reclaiming environments’ for learners. Future studies should investigate the identified themes using a quantitative approach, as well as undertake a comparison of the immigrant learners’ experiences with those of the host learners. / AFRIKAANSE OPSOMMING: Suid-Afrika het groot aantrekkingskrag vir ‘n aansienlike aantal vlugtelinge en immigrante vanaf armoede- en oorlog-geteisterde volkere in Afrika wat ‘n beter heenkome soek. Namate hierdie bevolking toeneem, kry immigrantleerders in skole in Suid-Afrika met ‘n unieke reeks uitdagings te doen (Vandeyar, 2010). Die instroming van vreemdelinge het die diversiteit in Suid-Afrikaanse klaskamers laat toeneem en stel uitdagings aan die buitelandse leerder sowel as aan die skool. Alhoewel verskeie studies reeds is onderneem om opvoedkundige faktore met betrekking tot die opvoeding van buitelandse leerders in Suid-Afrika aan te spreek, het die psigososiale ervarings van hierdie leerders nog nie die aandag van navorsers gekry nie. Die huidige studie verteenwoordig ‘n poging om die psigososiale ervarings van immigrantleerders in Suid-Afrika te ondersoek. Die teoretiese raamwerk van die studie is deur Erikson se psigososiale teorie gerig. Binne die raamwerk van Erikson se psigososiale teorie (Passer & Smith, 2008; Plotnik, 1993), word psigologiese faktore soos selfagting, self-identiteit, selfdoeltreffendheid en vertroue, en sosiale faktore soos taal, kultuur en verhoudings met die portuurgroep ondersoek in ‘n poging om die leerders se aanpassing aan die leer in ‘n omgewing met ‘n verskillende kultuur te verstaan.. ‘n Basiese kwalitatiewe navorsingsontwerp is gebruik. Vrywillige deelnemers is by ‘n primêre skool in die Wes-Kaap Provinsie van Suid-Afrika gewerf. Nege immigrantleerders van tussen ses en twaalf jaar oud wat reeds vir minstens een jaar in hul land van herkoms skoolgegaan het, is deur middel van ‘n doelgerigte steekproeftrekking vir deelname geïdentifiseer. Data is met behulp van die teken-en-vertel tegniek, onderhoude en waarneming ingesamel en met behulp van tematiese inhoudsontleding geanaliseer. Die terugkerende temas wat in die onderhoude na vore gekom het, het aangedui dat die immigrantleerders psigososiale uitdagings betreffende die aksent van die Engelse taal, stigting van vriendskappe en afknouery ondervind het. Hierdie uitdagings het hul selfvertroue, selfdoeltreffendheid en selfagting nadelig aangetas en hulle het geaardheid laat verander in die poging om by die eise van die omgewing aan te pas. Die verwagting is dat die bevindings van die studie ‘n bydrae tot die ontwikkeling van betekenisvolle ondersteuningstrategieë vir immigrantleerders sal lewer. Voorstelle wat gemaak word behels dat die skool ‘n beleid moet daarstel wat erkenning en aanvaarding van diversiteit in die skool bevorder. Daar is ‘n behoefte aan aktiwiteite wat diverse leerders binne die skool akkommodeer. Leerders behoort hul kulturele en morele waardes met mekaar te deel en mekaar daaroor in te lig. Aktiwiteite sou rolspel gedurende byeenkomste kon insluit, en verskillende weke sou daaraan toegewy kon word om die verskillende kulture van verskillende leerders in die skool te gedenk of te vier. Die gasheer leerders moet ook by hierdie aktiwiteite betrek word. Aanvaarding van die Circle of Courage filosofie, wat die gevoel van saamhorigheid, respek, ruimhartigheid en ywer omvat, behoort die beginpunt vir die skool en al die leerders te word. Om die Circle of Courage in te voer kan die hele skool help om mekaar te aanvaar en te verstaan. Die Circle of Courage is ‘n model vir bemagtiging; ‘n filosofie wat die ‘terugwinning van omgewings’ vir leerders ondersteun. Toekomstige studies behoort met behulp van ‘n kwantitatiewe benadering ondersoek in te stel na die geïdentifiseerde temas, en ook ‘n vergelyking van die ervarings van die immigrantleerders en gasheer leerders te tref.

The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65]). / The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention. / by Ivett Urbina. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program. / by Velouse Jean-Pierre Jean-Jacques. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

published_or_final_version / Education / Master / Master of Education