Seff Ilana, Gillespie Alli, Bennouna Cyril, Hassan Wafa, Robinson Mackenzie V, Wessells Michael, Allaf Carine, Stark Lindsay
Mailman School of Public Health, Columbia University, New York City, NY, United States.
Brown School at Washington University in St. Louis, St. Louis, MO, United States.
Front Psychiatry. 2021 Apr 8;12:632031. doi: 10.3389/fpsyt.2021.632031. eCollection 2021.
Few studies have assessed the impact of displacement, resettlement, and discrimination on well-being outcomes for adolescent refugees resettled within the U.S. Conducted in three charter schools in the intergenerational Arab enclave of the Detroit Metropolitan Area, this mixed-methods study assessed the mental health and psychosocial support for both U.S.- and foreign-born adolescents from the Middle East and North Africa region. A quantitative survey was used to collect data on 176 students. Key outcomes included hope, prosocial behaviors, resilience, depressive, anxiety, externalizing symptoms, stressful life events, perceived social support, and sense of school belonging. Differences in outcomes between U.S.- and foreign-born students were compared using -tests. Regression analysis explored whether outcomes were gendered and correlated with years in the U.S. for foreign-born students. Qualitative data collection included key informant interviews with school staff and community service providers, student focus group discussions, and caregiver interviews. Interview transcripts were analyzed using thematic analysis and the constant comparative method. No statistically significant differences between the foreign-born and U.S.-born groups were observed. However, analysis revealed that resilience decreased for male students with time spent in the U.S. Qualitative themes illuminated these results; shared cultural heritage allowed newcomer students to access relevant language and psychosocial support, while inter- and intra-group peer relationships strengthened students' dual language skills and identity formation. However, shifting gender expectations and role hierarchies for newcomer students revealed boys' increased stressors in the family domain and girls' better accessed support in the school context. The existence of an immigrant paradox in this enclave setting was not supported. Instead, findings highlight the reciprocal value of peer-based mentorships and friendships between U.S.- and foreign-born students with similar cultural backgrounds, the importance of social and emotional curricula and cultural competency training within schools, and the gendered effects of acculturation.
很少有研究评估过在美国重新安置的青少年难民的流离失所、重新安置和歧视对幸福状况的影响。这项混合方法研究在底特律大都市区的跨代阿拉伯飞地的三所特许学校进行，评估了来自中东和北非地区的美国本土和外国出生青少年的心理健康和心理社会支持。通过定量调查收集了176名学生的数据。主要结果包括希望、亲社会行为、恢复力、抑郁、焦虑、外化症状、压力性生活事件、感知到的社会支持和学校归属感。使用t检验比较了美国本土和外国出生学生在结果上的差异。回归分析探讨了结果是否因性别而异，以及外国出生学生在美国的年限是否与之相关。定性数据收集包括对学校工作人员和社区服务提供者的关键信息访谈、学生焦点小组讨论以及照顾者访谈。使用主题分析和持续比较法对访谈记录进行了分析。未观察到外国出生组和美国本土组之间存在统计学上的显著差异。然而，分析表明，随着在美国度过的时间增加，男学生的恢复力下降。定性主题阐明了这些结果；共同的文化遗产使新学生能够获得相关的语言和心理社会支持，而群体间和群体内的同伴关系增强了学生的双语技能和身份形成。然而，新学生不断变化的性别期望和角色等级制度揭示了男孩在家庭领域面临的压力源增加，而女孩在学校环境中更容易获得支持。在这个飞地环境中，移民悖论的存在并未得到证实。相反，研究结果凸显了具有相似文化背景的美国本土和外国出生学生之间基于同伴的指导和友谊的相互价值、学校内社会和情感课程以及文化能力培训的重要性，以及文化适应的性别影响。
