Discussion Post #5 Culturally Responsive Community Engagement
Deckers & Zinga’s (2012) article focused on the educational attainment of newcomer youth, influenced by several factors relating to the education system, influenced by family, such as fear and social mobility. New youth face challenges within the education system, including unfamiliar societal norms, an unfamiliar education system, discrimination, educator and grade expectations, living accommodations and food security (Deckers & Zings, 2012).
Despite these challenges, research has shown that newcomers to Canada tend to complete secondary school at the same rate as individuals born in Canada (Decker & Zinga, 2012). Youth who relocate due to fear-based reasons tend to be less involved in their schools than those who move for social mobility (Decker & Zinga, 2012). Understanding these motivations can help school personnel better support newcomer youth by building appropriate engagements according to youth newcomer goals.
Based on the article, considering these five (5) strategies can create a more effective and supportive educational environment, leading to better outcomes for both students and staff as covered by Decker & Zinga (2012) might include:
- Strong and effective school leadership is crucial for creating a positive organizational culture. Supportive, communicative, and visionary leaders can inspire teachers and students to perform their best. Kraft, Marinell, & Yee (2016) found an association between student achievement gains and one single feature of the school environment: school leadership style.
- Ensuring a safe and supportive school environment is critical for students and teachers. This includes implementing policies addressing bullying, providing mental health support, and creating a safe school environment. Educators can provide more personalized support by understanding newcomer youth’s specific motivations and backgrounds.
- Educators should recognize the diverse reasons behind students’ relocation (fear or social mobility). For example, those who moved for fear-based reasons might view their stay in Canada as temporary and be less engaged in school and community activities.
- Schools can foster a sense of belonging by encouraging newcomer youth to participate in school and community activities. This can help them feel more connected and invested in their new environment. More specifically, if the activities are culturally sensitive and relevant, they further build a sense of belonging.
- Finally, Decker & Zinga’s (2012) findings can inform policy development at the school and district levels to better support the integration and engagement of newcomer youth. This might include training for teachers on cultural sensitivity and the specific challenges these students face.
By considering these implications, educators can better support newcomer youth in their academic and social integration, ultimately enhancing their overall school experience.
References
Kraft, M.A., Marinell, W.H. & Yee. D. (2016). School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. American Educational Research Journal, 53(5), 1411-1499.
Deckers, C. & Zinga, D. (2012). Locating home: Newcomer youths’ school and community engagement. Canadian Journal of Education. 35. 30-48.
