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JIGSAW GROUP: FINDINGS 4 (Keegan (Introduction (“American public schools…

- - - - “Transnational youth are at the forefront of the transformation of American society into a more diverse public, and lead the way in demonstrating how to be engaged citizens. Young migrants are already in possession of many of the skills that are critical for citizens in today’s political climate of division and distrust, including a mature sense of social trust, cultural flexibility, and curiosity about the variety of religions, cultural practices and beliefs represented in the world” (Keegan, 2017, p. 219).
        
        “At a time when xenophobic, anti-immigrant rhetoric increasingly makes its way into news headlines and political speeches, it is all the more important that U.S. public schools function as places in which future generations of students can learn to trust one another and experience what it means to be part of a community working in pursuit of common goals” (Keegan, 2017, p. 219).
  - - - “It is estimated that by 2050, nearly one in five public school students will have been born outside the Unites States” (Keegan, 2017, p. 203).
        
        “More than 40% of all students speak a language other than English at home, a plurality of whom are Dominican” (Keegan, 2017, p. 203).
  - - - “Some of the ways migrant youth may participate in a transnational social field include communicating with friends and family in their home countries through social media, sending remittances, maintaining their native language, or by making return visits” (Keegan, 2017, p. 207).
        
        “The theoretical framework for this study draws from these concepts of place, civic engagement, and transnationalism to explain how Dominican migrant youth develop social trust and construct their civic identities” (Keegan, 2017, p. 207).
        
        “In previous research, the concept of a dual frame of reference has been defined as the comparison migrants make between the host society context and the home country context” (Keegan, 2017, p. 207).
  - - - “Transnational ties served as an important civic resource to these youth, by enabling them to develop social trust with family members across borders. Moreover, their civic actions, including persevering in school and sending remittances to family members, served to further strengthen transnational civic ties and capacities” (Keegan, 2017, p. 216).
      - “Relations between family members was a significant means by which the youth in this study developed a sense of belonging” (Keegan, 2017, p. 215).
    - - “Prior research has shown that schools can positively contribute to civic identities and engagement by facilitating a climate in which youth feel there is mutual respect between teachers and students” (Keegan, 2017, p. 212).
      - "The level of academic and social support students received contributed to their sense of being known as individuals, and belonging to a community” (Keegan, 2017, p. 212).
      - “In summary, teacher-student, and student-student relationships played a key role in developing social trust among the youth” (Keegan, 2017, p. 215).
        
        “International Academy’s instructional practices, including collaborative learning and social norms surrounding group work, further mediated the development of their civic capacities” (Keegan, 2017, p. 215).
    - - “Another factor shaping how the participants acquired social trust was the diversity of the different spaces they inhabited” (Keegan, 2017, p. 216).
  - - - “It is necessary to recognize that different scales of belonging – family, school, neighborhood, nation, globe – can be flexible, contingent, and change over time” (Keegan, 2017, p. 204).
        
        “Civic engagement not only refers to participation in formal political activities, such as voting or discussing politics, but also types of informal sociability, such as engaging in reciprocal relations of trust and mutual care for others” (Keegan, 2017, p. 204-205).
        
        • “However, this research approach focuses on youth deficits, rather than attending to how students think about politics in their everyday lives” (Keegan, 2017, p.205).
        
        “Migrant students’ dual frame of reference was leveraged to enrich the civic learning opportunities for both migrant and native-born students” (Keegan, 2017, p.205).
        
        “Research about successful teaching practices with transnational youth contributes significantly to our understanding of existing civic learning opportunities"(Keegan, 2017, p.206).
  - - - “Given my status as an outsider to the Dominican cultural community, I worked to establish confianza, or trust, with the students in a number of ways” (Keegan, 2017, p. 211).
        
        “Living near International Academy and in the same neighborhood as one of the participants meant that we shared common experiences of place and could discuss certain spaces with greater familiarity” (Keegan, 2017, p. 211).
    - - “The population for this study were Dominican youth in New York City attending International Academy, a high school for late-arrival migrants. International Academy is part of a network of schools that enroll migrant youth” (Keegan, 2017, p. 207).
        
        “All participants in this study are referred to as “late-arrival” migrant youth, who must overcome significant obstacles to belonging, including the loss of relationships to family and friends and the challenge of establishing new ones” (Keegan, 2017, p. 208).
        
        “First, they constitute the second largest Latino group attending New York City public schools, and represent the largest share of all foreign-born students (16%)” (Keegan, 2017, p. 208).
        
        “Second, more Dominican youth are designated English Language Learners (ELLs) by the New York City Department of Education than any other foreign-born group, totaling almost 23,000 students, or 31% of all ELLs (NYC Department of Education, 2013)” (Keegan, 2017, p. 208).
        
        “Finally, three out of four NYC public school students with interrupted formal education (SIFE) are Dominican, placing them at greater risk of not completing high school (NYC Department of Education, 2013) and being less civically active in adulthood” (Keegan, 2017, p. 208).
- - - - Should push beyond simple encounters. Critically engage in one another in topics of mutual interests.
      - Training issues around multiculturalism and refugee experiences
      - You not only teach incoming refugees, but also learn from them
  - - - Personal growth and inclusion of their families to their new respective community
      - Learn the new language
      - New cultural and content knowledge