Refugee and Immigrant Youth Leaders: Strengths, Futurity, and Commitment to Community

Abstract

This study explored the Youth Leadership/Peer Tutoring program at Refugee and Immigrant Transitions (RIT), a community-based non-profit organization in Northern California. It includes 12 semi-structured interviews with refugee and immigrant youth leaders. Bringing together works on Community Cultural Wealth (with the addition of Migration Capital) and Critical Refugee Studies collectively as a conceptual framework, this study highlights three themes: (a) commitment to community, family, and giving back; (b) encouraging communication and cultivating a pan-newcomer community; and (c) leadership as commitment to community and positive, collective futurities. Data support a strengths-based framework when working with refugee and immigrant youth as they transition and adjust to their new school environments and communities. All 12 participants were refugee and immigrant newcomer youth who participated as youth leaders/peer tutors in RIT’s Youth Leaders/Peer Tutoring program. Countries of origin included Burma (Karen), Bhutan, Nepal, China, and El Salvador. As scholars and practitioners in the field, we are seeing an increased need and demand for more scholarship in this area through a strengths-based lens, as evidenced by calls from educators and school/district administrators requesting support and resources. We submit this article at a time of growing numbers of immigrant and refugee youth in schools in the United States, including non-diverse school environments that are unprepared (and sometimes unwilling) to receive newcomer youth. Our hope is for this study to reveal possibilities for extending welcome and mutual support through a strengths-based lens within diverse newcomer peer learning environments.

Keywords

• immigrant and refugee education
• newcomer education
• peer tutoring
• youth leadership
• humanizing education