1. Striving for Success: First-Generation Immigrant Students

2. What we know
Academic success of immigrant students in US schools will not only shape their own economic success but the entire US economy, along with its international competitiveness, welfare, health care, and retirement systems
20% of US student population are immigrant students
¼ of these students are first-generation immigrants
15% of these students will drop out of high school
First-generation immigrants arriving during elementary or high school are more successful than if arriving during middle school
Undocumented students unable to attend college
Dream Act

3. Barriers English proficiency Differences in curriculum Family
Community support

4. Limited Language Skills
Trouble navigating the school settings
Understanding of where to be when
Trouble with reading leads to separate classes
Family trouble in the community
Urban areas are daunting
Learning how to navigate the city (buses or subways)
Residential concerns (dangerous neighborhoods) 

5. Curriculum Differences
Enclave schools have a higher percentage of first-generation students
schools that focus on assimilating immigrant students.
attendees appeared to score lower on both tests than non-enclave school students
Potentially different methods of determining learning/knowledge

6. Family Family structure and size highly correlate with dropout rates
Marital status of the family is important
Linguistic barrier is not as concerning as socioeconomic barrier.
Students working with over 20 hours a week reduces educational performance.

7. Community Support
Community peers and adult role models demonstrate what students will see.
Immigrants who are refugees or have been granted asylum are often received more favorably from the new community and school.

8. Counselor Supports Groups Peer and adult mentoring Diverse curriculum
College and career planning
Work with teachers on ESL strategies

9. Groups
Form groups of students with similar interests and also concerns
Helps overcome isolation and depression or general unhappiness
Find student leaders to get involved

10. Mentoring
Schools with students in positive role models are important to mentor immigrant students
There may be immigrant students ready to take on leadership roles to mentor newer students
Attachments and friendships help eliminate dropouts

11. Curriculum Need more ESL or bilingual education in schools
Introducing ideal multicultural concepts related to World Geography provides several key elements to an immigrant education context
Active, broader and critical citizenship education curriculum and pedagogy
An opportunity to engage in content and knowledge construction that entails student centered and generated historical inquiry and interpretation
Multiple perspectives that reflect the lives of the students in the immigrant education center and in society in general
Motivational factors can be a means for immigrants to overcome early deficits in school learning

12. College and Career Planning
Have students explore vocations and what experience is necessary
A group of school students who expect a high middle class income will reduce dropout rates
Legal status may affect desire to finish high school, knowing that further education is not possible

13. ESL Strategies Napište své jméno v horní části papíru
আপনি একটা পেন্সিল বা কলম ব্যবহার করতে পারেন
Cuando haya terminado, diga su nombre

14. ESL Strategies with support
Napište své jméno v horní části papíru
আপনি একটা পেন্সিল বা কলম ব্যবহার করতে পারেন
Cuando haya terminado, diga su nombre

15. ESL Strategies Put your name at the top of your paper
czech
You can use a pencil or pen
bengali
When you’re finished, say your name
spanish

16. Family Family structure and size highly correlate with dropout rates
Marital status of the family is important
Linguistic barrier is not as concerning as socioeconomic barrier.
Students working with over 20 hours a week reduces educational performance.

17. Ultimately First-generation immigrant students need an advocate
Talk to teachers and staff
Help involve families and community members in school activities
Stay visible

18. References
Cardenas, J., Taylor, L., Adelman, H.S. (1993). Transition support for immigrant students. Journal of Multicultural Counseling & Development, 21 (4),  
Cortes, K. (2006). The effects of age at arrival and enclave schools on the academic performance of immigrant children. Economics of Education Review, 25 (2), 121–132. 
Driscoll, A. (1999). Risk of high school dropout among immigrant and Native Hispanic Youth. International Migration Review, 33 (4)
Duran, B., & Weffer, R. (1992). Immigrants’ aspirations, high school process, and academic outcomes. American Educational Research Journal, 29 (1),
Fischer, M. (2010). Immigrant educational outcomes in new destinations: An exploration of high school attrition. Social Science Research, 39 (4),
Lutz, A (2007). Barriers to high-school completion among immigrant and later-generation Latinos in the USA. Ethnicities, 7 (3),
Perreira, K., Harris, K., & Lee, D. (2006). Making it in america: High school completion by immigrant and native youth. Demography, 43 (3)
Salinas, C., (2006). Educating late arrival high school immigrant students: A call for a more democratic curriculum. Multicultural Perspectives, 8 (1),
Stiefel, L., Schwartz, A., & Conger, D. (2010). Age of entry and the high school performance of immigrant youth. Journal of Urban Economics, 67 (3),
Urban Institute (2000). Check points: Data releases on economic and social issues. The urban institute, Office of Public Affairs, Washington DC (September)