Building a home in Chicago: Integration and mental health in a newcomer Rohingya refugee community.

OBJECTIVE: Since 2010, approximately 1,000-1,500 Rohingya refugees have resettled in Chicago, Illinois, but there is limited literature on their postresettlement experiences. This study explored the relationship between integration (economic, linguistic, navigational, psychological, and social) and psychological distress among the Rohingya community in Chicago, and how it relates to age and gender. METHOD: This study was conducted in collaboration with the Rohingya Cultural Center in 2019. The survey was verbally administered to Rohingya community members (N = 308; Mage = 37.03; 52% men). A χ² test of independence was used to assess gender differences in employment status. A Generalized Wilcoxon Test was conducted to compare differences in integration and psychological distress among men and women. Multiple γ generalized regression analysis was used to examine psychological distress as the outcome, predicted by integration, age, and gender. RESULTS: Findings showed that men had higher levels of involvement in the labor force than women, as well as higher levels of linguistic integration. Analyses also revealed that women and older participants were more likely to experience psychological distress. Additionally, higher psychological and navigational integration were associated with lower psychological distress. In contrast, lower social integration was significantly associated with lower psychological distress. CONCLUSION: This study points to the importance of a more nuanced approach to integration, given within-group variability along integration dimensions. Community-level interventions should consider the diverse needs of refugees, particularly those of women and older adults. More research is needed to understand these experiences longitudinally and qualitatively. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Everyday Acts of Resistance: Mexican, Undocumented Immigrant Children and Adolescents Navigating Oppression With Mentor Support.

Study aims were to examine oppression in education among Mexican immigrant youth with undocumented status and how mentors and other adults helped them resist oppression. Qualitative, narrative one-on-one interviews were conducted with 17 Mexican immigrant young adults with undocumented or DACA status in the U.S. Participants provided retrospective accounts from childhood through older adolescence. Analyses revealed critical junctures in which participants experienced oppression: (1) developmental milestones and school events, (2) college application process, (3) unforeseen life events, and (4) incidents of racial discrimination. Mentors and other adults helped participants to resist oppression through advocacy, social capital efforts, role modeling, and emotional, instrumental, and financial support. This study fills gaps in the literature on mentoring and immigrant youth who are undocumented.

Act, Talk, Reflect, Then Act: The Role of Natural Mentors in The Critical Consciousness of Ethnically/Racially Diverse College Students.

The current mixed-method study examined the role of natural mentors in the cyclical process of college students' sociopolitical development, particularly their critical consciousness. College students (N = 145) completed surveys at two time points over a one-year period. Path analyses indicated that critical action and perceived inequalities were significantly associated with more social justice conversations with mentors and that having more social justice conversations with mentors was significantly associated with more critical action and perceived inequality. Further, mentoring conversations and sociopolitical efficacy helped to explain the positive role of perceived inequality and action on later attitudes around perceived inequalities and critical action. Qualitative one-on-one interviews of a subset of participants (n = 30) expanded findings from the quantitative data and revealed detailed information about how mentors supported youth critical consciousness. Specifically, mentors engaged in 1) dialogue and reflection, 2) information and resource sharing, 3) nonjudgmental, comfortable conversations, and 4) role modeling. Findings inform the iterative nature of critical consciousness and on how older adolescents leverage support from natural mentors in this process.