Can't Be What You Can't See; The Role of Citizen Role Models in Immigrant Students' Political development. (Record no. 17007)

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fixed length control field 01743naa a2200205 i 4500
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control field 17007
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260805084941.0
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040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
655 ## - INDEX TERM--GENRE/FORM
Genre/form data or focus term Journal articles
100 ## - MAIN ENTRY--PERSONAL NAME
Main Author Name Brezicha, Kristina F.
245 ## - TITLE STATEMENT
Article Title Can't Be What You Can't See; The Role of Citizen Role Models in Immigrant Students' Political development.
520 ## - SUMMARY, ETC.
Summary, etc. Purpose: As the population of immigrant-origin youth continues to increase in the school systems of the United States and Canada, this study examined the relationship between immigrant youths' feelings of belonging and their developing understanding of citizenship. Research Methods/Approach: Adopting an ecological framework, this qualitative, comparative case study explores immigrant students' experiences in two new immigrant destination school districts in Pennsylvania and Manitoba. Findings: Both districts had experienced rapid growth in immigrant students, which raised questions of belonging at both the community and individual levels. Students' feelings of belonging shaped their understanding of citizenship by influencing who they identified as their citizen role models. These citizen role models cultivated the students' feelings of belonging and their political development. Implications: The article concludes by proposing an ecological framework for understanding students' political development. It includes impli-cations for both educators and policy makers.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry immigrant-origin words
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Subject Entry immigrant students
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Subject Entry citizenship
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Subject Entry role modes
773 0# - HOST ITEM ENTRY
Control subfield nnam
Periodical / Journal / Magazine Title American Journal of Education
Publication Chicago, IL The University of Chicago Pres 2024
ISSN 0195-6744
Volume & Issue Vol. 130 No. 4
Pages 485-517

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