This class requires the composition of a term paper. The paper must focus on a
particular migrant group and summarize established scholarship about the group.
The paper has to be structured using the following sections:
1. Title Page
2. Abstract – a summary of the paper’s elements
3. Introduction – a summary of the topics and main argument(s) or research
question(s) included in the referenced sources. A summary of the main
concepts or theories cited by the referenced sources.
4. Data and methods – a summary of the data and methods used by the
referenced sources.
5. Results – a summary of the results discussed by the referenced sources.
6. Discussion/Conclusion – a summary of the conclusions discussed by the
referenced sources and a critical assessment of the conclusions by the
student.
7. References – an APA style reference section.
APA style in-text referencing is mandatory. The paper cannot fall short of 2,500
words in length, excluding the reference section, title page, and abstract. The
abstract should not be less than 200 words. Formatting should be Times New
Roman, font size 12. The paper must be double-spaced and page enumerated.
Citations should follow APA style guidelines (ex., in-text, and footnotes). The paper must include a minimum of 10 references. Wikipedia articles, encyclopedias, working papers, dissertations, masters thesis papers, honors thesis papers, and blog posts are not allowed as references.
-Topic: The Role of Cultural Identity and Peer Relationships in the Socio-emotional Development of Immigrant Children
-Research Question/Main Argument: How do interactions in the educational environment involving cultural identity and peer relationships influence the socio-emotional development of immigrant children, and what can be done to help them adjust to the school environment and to ensure their well-being?
1. Baumert, J., Becker, M., Jansen, M., & Olaf Köller. (2023). Cultural Identity and the Academic, Social, and Psychological Adjustment of Adolescents with Immigration Background. Journal of Youth and Adolescence, 53(2), 294–315. https://doi.org/10.1007/s10964-023-01853-z
2. Enhancing social integration of immigrant pupils at risk for social, emotional and/or behavioural difficulties: the outcomes of a small-scale social-emotional learning programme. (2024). Emotional and Behavioural Difficulties. https://www.tandfonline.com/doi/abs/10.1080/13632752.2012.675137
3. Kumi-Yeobah, A., Onyewuenyi, A. C., & Smith, P. (2020). Teaching Black Immigrant Students in Urban Schools: Teacher and Peer Relationships and Academic Performances. The Urban Review, 53(2), 218–242. https://doi.org/10.1007/s11256-020-00570-2
4. Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values. (2019). Intercultural Education. https://doi.org/10.1080//14675986.2019.1586213
5. Immigrant students’ educational trajectories: The influence of cultural identity and stereotype threat. (2019). Self and Identity. https://www.tandfonline.com/doi/abs/10.1080/15298868.2017.1380696
6. Archambault, I. (2023). Low Peer Acceptance and Classroom Engagement: The Protective Role of Elementary School Teacher-Student Relationships for Immigrant-Background Students – Isabelle Archambault, Sophie Lampron-de Souza, Catherine Lamanque-Bélanger, Sophie Pascal, Linda S. Pagani, Véronique Dupéré, 2023. The Journal of Early Adolescence. https://journals.sagepub.com/doi/full/10.1177/02724316231212559?casa_token=1TKWBjrMkt0AAAAA%3AjErv-X5gskziiqBNBk7rAEKFcb309fow62DBaPpO7cQo_L6yO6nYtru9idtpDKl5rFc9diipZZDX
7. Immigrant and nonimmigrant children’s social interactions and peer responses in mainstream preschool classrooms. (2019). The Journal of Educational Research. https://www.tandfonline.com/doi/abs/10.1080/00220671.2018.1437529
8. Plenty, S., & Jonsson, J. O. (2016). Social Exclusion among Peers: The Role of Immigrant Status and Classroom Immigrant Density. Journal of Youth and Adolescence, 46(6), 1275–1288. https://doi.org/10.1007/s10964-016-0564-5
9. Strohmeier, D., & Spiel, C. (2012). Peer Relations Among Immigrant Adolescents: Methodological Challenges and Key Findings. 57–65. https://doi.org/10.1007/978-3-7091-0950-2_5
10. Christia Spears Brown, & Chu, H. (2012). Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children: The Importance of School Context. Child Development, 83(5), 1477–1485. https://doi.org/10.1111/j.1467-8624.2012.01786.x