"We Understand You Hate Us": Latinx Immigrant-Origin Adolescents' Coping with Social Exclusion.

Little research has focused on how adolescents are faring with the national context of exclusion. Growing evidence suggests that exclusionary efforts signal messages of who belongs (and who does not) in the United States. This study draws from a risk and resilience model to understand how Latinx immigrant-origin adolescents react and adapt to social exclusion. A total of 41 adolescents between the ages of 13 to 24 (Mage = 18.85) completed a semistructured interview. Results revealed participants' use of avoidant and active coping strategies to deal with exclusion. There was a shift in coping responses across developmental stages. Future research and recommendations are provided to address systems that need to be dismantled to foster a sense of belonging for adolescents.

"Everyone collaborated and came together": The civic promise (and pitfalls) of yPAR for immigrant-origin students in an era of deportation.

OBJECTIVES: In recent years, increased anti-immigrant hostility has trickled into school settings creating toxic climates for immigrant-origin (I-O) students (Rogers, School and society in the age of trump, 2019, UCLA's Institute for Democracy, Education, and Access). Through youth participatory action research (yPAR), this study qualitatively examined how a class of Emerging Bilingual (EB) students aimed to promote more inclusive learning environments by designing, implementing, and evaluating a school-wide program. Here, we consider how the students experienced growth in their civic development as well as how they contended with resistances encountered during the project. METHODS: The current study took place at a majority I-O, northeastern high school and was led by an EB class (n = 20) and its teacher. Participants were as follows: on average 16.5 years; 60% female; and 65% Latinx, 30% Black, and 5% mixed-race (Black-Latino). Multiple data sources documenting the students' experiences were collected (including weekly student reflections and ethnographic field notes) and then thematically analyzed using open coding. RESULTS: Participating students demonstrated civic development as evidenced through: growing confidence that the program could generate positive change; enhanced sense of connection toward their classmates; and increased commitment to future civic engagement. Nonetheless, some participants demonstrated initial trepidation in both disclosing their migration stories as well as the potential efficacy of engaging in the project. Furthermore, others were disappointed by the disinterest displayed by some of their peers and teachers. CONCLUSIONS: Collaborative research can support I-O youths' civic development, though, the resistances encountered and engendered illuminate possible challenges to ensure its benefits. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

"Waking Up Every Day With the Worry": A Mixed-Methods Study of Anxiety in Undocumented Latinx College Students.

To date, little research has taken a mixed-methods strategy to consider the ways in which living "in the shadows" without recognized legal status may affect mental health. In this study, we took this approach, to examine how legal status, as well as stressors (deportation worries, financial concerns) and potentially protective factors (faculty support, peer support), affect anxiety levels of undocumented Latinx undergraduates from colleges across California. We surveyed 486 participants including both standardized measures as well as open-ended responses. We found that rates of self-reported anxiety between undocumented females were 4 times that of the norm population and that of male undocumented students were 7 times higher as measured by the GAD-7 in the moderate and severe ranges. Our predictive models suggested that participants' rates of anxiety were in large part related to worries about financing their education and their daily living expenses as well as detainment and deportation; having an institutional agent such as a professor whom they can turn to for support served to buffer the effects of anxiety. Qualitative findings triangulated the quantitative findings and provided further insights into the experience of living with the stresses of social exclusion and liminal status.