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Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration

Carola Suárez-Orozco, Marie Onaga and Cécile de Lardemelle
Professional School Counseling
Vol. 14, No. 1, SPECIAL ISSUE: COLLABORATION AND PARTNERSHIPS WITH FAMILIES AND COMMUNITIES: THE SCHOOL COUNSELOR'S ROLE (OCTOBER 2010), pp. 15-26
Stable URL: http://www.jstor.org/stable/42732746
Page Count: 12
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration
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Abstract

Schools are receiving students of immigrant origin in unprecedented numbers. Using an ecological framework, the authors reviewed the community, school, familial, and individual challenges that immigrant adolescent students encounter. They examined cognitive, relational, and behavioral dimensions of student engagement as well as culturally sensitive strategies for parental involvement. Varying academic trajectories were identified revealing that although some students performed at high or improving levels over time, others showed diminishing performance.The implications for school counselors' roles in school-family-community collaboration and intervention and practice are discussed.

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