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Understanding recent immigrant youth through their developing sense of belonging in informal learning spaces

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TitleInfo
Title
Understanding recent immigrant youth through their developing sense of belonging in informal learning spaces
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He
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Siqing "Erica"
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Siqing "Erica" He
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author
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Rubin
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Beth
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Beth Rubin
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Advisory Committee
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chair
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Mangual Figueroa
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Ariana
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Ariana Mangual Figueroa
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Advisory Committee
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co-chair
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NamePart (type = family)
Curran
NamePart (type = given)
Mary
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Mary Curran
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Advisory Committee
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internal member
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Schein
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Louisa
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Louisa Schein
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Advisory Committee
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outside member
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Rutgers University
Role
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degree grantor
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NamePart
School of Graduate Studies
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school
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Text
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theses
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ETD doctoral
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2020
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2020-10
Language
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English
Abstract (type = abstract)
This study examines the development of identity, citizenship and sense of belonging among 1.25-generation immigrant youth – those that immigrated to the US between 13-17 years old (Rumbaut, 2004) – in a service-learning oriented afterschool program on the programmatic, local, national, and global-levels using ethnographic and microethnographic methods. Analysis of everyday social interactions between the students, facilitators, and community members of various generational statuses, ethnic backgrounds, and linguistic abilities and their participation in games, team-building exercises, workshops, and service-learning project unmasks the meaning-making process of the educational activities by the students’ and its influence on the perceptions of their own notions of belonging, identity, and citizenship. The data includes over 90 hours of recorded video interactions during the weekly afterschool program sessions, focus groups with students, and individual interviews with focal 1.25-, 1.5-, and second-generation immigrant youth and adult facilitators. The findings show the immigrant youth’s sense of belonging, within the program and in the wider local community context, being shaped and mediated by factors such as spatial positioning, language, the ethnic context, their future goals, and the interactional progression of conversations. Furthermore, their sense of belonging to these different spaces revealed the dynamic process of their identity formation and their complicated perspectives towards citizenship in their new US lives as a number of youth saw their futures not being bound to the US. From the findings, this study offers youth workers and other educators’ pedagogical and curricular recommendations on how to help recent immigrant youth integrate into the classroom community and create activities that support their transnational lives.
Subject (authority = local)
Topic
Immigrant youth
Subject (authority = RUETD)
Topic
Education
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD_11110
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application/pdf
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text/xml
Extent
1 online resource (viii, 243 pages)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
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Title
School of Graduate Studies Electronic Theses and Dissertations
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rucore10001600001
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-qv62-cm90
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Rights

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The author owns the copyright to this work.
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He
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Siqing
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Copyright Holder
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Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2020-08-26 15:40:19
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Siqing He
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Affiliation
Rutgers University. School of Graduate Studies
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2020-08-12T09:51:04
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2020-08-12T09:51:04
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