Preparing Children of Immigrants in New York and Sweden
This chapter examines whether schools that are successful with immigrant-origin children employ practices that have the promise of being useful elsewhere. Focusing on two high schools in the United States and two in Sweden, it considers overt curricula and programs that prepare children of immigrants to be active and empowered actors in the multicultural, global contexts of their receiving nations. Using a case study methodological strategy, the chapter explores school-based practices that are implemented in innovative, “promising” school settings to ease the transition and integration of immigrant-origin youth as well as foster and enhance their academic performance. As part of their preparation agenda, the schools in both Sweden and the United States make accommodations for newcomer immigrant-origin students and second-language learners, allowing them to catch up with their native-born peers.
Keywords: immigrant-origin children, high schools, United States, Sweden, immigrants, immigrant-origin youth, academic performance, preparation agenda, immigrant-origin students, second-language learners
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