Youth and their sense of belonging and global identity as English language learners in the United States

Kinsey, Sharon B.

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https://hdl.handle.net/2142/127125 Copy

Description

Title

Youth and their sense of belonging and global identity as English language learners in the United States

Author(s)

Kinsey, Sharon B.

Issue Date

2024-07-29

Director of Research (if dissertation) or Advisor (if thesis)

Witt, Allison

Doctoral Committee Chair(s)

Witt, Allison

Committee Member(s)

• Pak, Yoon
• Kang, Hyun
• Liu, Wei

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• ELL youth
• sense of belonging
• youth as global citizens

Abstract

Statistics show that immigrant-origin youth are the fastest growing child population in the United States and have been for almost three decades. Identity formation in youth is influenced by both internal and external factors, including ethnicity, race and gender, socio-economic status, and societal norms and expectations. Immigrant-origin youth manage all of these influences, as well as navigate new places and situations in the continued transformation of their identity. Cultural assets, community, and social relationships have been cited as important in supporting the needs and well-being of immigrant-origin youth, with social relationships serving as one of the most important factors. In an effort to explore this topic, this research study focused on seeking a better understanding of first-generation immigrant-origin youth now living in the United States who are members of the Rowan Upward Bound Program, a college and career readiness program. Surveys and interviews captured their feelings of belonging to the schools they attend, the groups they belong to, and the communities where they now reside. Youth were also asked to consider whether they view themselves to be global citizens. Employing a pragmatic worldview, this study used a convergent mixed methods design with data collected through a quantitative survey and qualitative interviews. Participants were recruited through a college and career readiness program for English Language Learners in grades 9-12 in Camden, NJ. An overview of the results include: feelings of belonging were expressed at a higher level for the United States than for Camden, NJ; feelings of connection were overwhelming positive as members of the Rowan Upward Bound Program; being bilingual was viewed as beneficial; and while many participants may not have called themselves global citizens, their views largely aligned with the tenets of global citizenship.

Graduation Semester

2024-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/127125

Copyright and License Information

Copyright 2024 Sharon Kinsey

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