Faculty Bibliography

A growing body of literature indicates that Latinx immigrant families are adversely affected by restrictive immigration policies and anti-immigrant rhetoric. Little is known about how educators working with Latinx immigrant communities in restrictive immigration climates fare. Using mixed-methods, this study sought to better understand how the work and well-being of educators working with Latinx immigrant communities can be affected by a charged immigration climate. Using survey data from 88 educators in New York City and interview data from 17 educators in New York, California, Arizona, and Texas, we find that efficacy to help distressed children varies among educators. School-based resources such as clear, proactive organizational communication, supportive leadership that is attune to the needs and strengths of the immigrant community and communal coping are associated with educator efficacy to address student distress. Qualitative findings triangulate quantitative data; absent structural supports, educators working in Latinx immigrant communities can be adversely impacted by a charged immigration climate due to increases in work complexity, their own immigration-related worry, and experiences of vicarious racism. Recommendations for supports for educators working with Latinx immigrant communities are discussed.

Many children in immigrant households endure unique stressors shaped by national, state, and local immigration policies and enforcement activity in the United States. Qualitative studies find that during times of heightened immigration enforcement, children as young as 3 years of age show signs of behavioral distress related to national anti-immigrant sentiment and the possibility of losing a parent. Using multiple sources of data from 168 racially and ethnically diverse families of children in pre-Kindergarten, the present study examined variability in perceived levels of immigration enforcement threat by parental immigrant status and ethnicity. This study examined associations between immigration enforcement threat and child mental health, self-regulation, and executive functioning and whether parent immigrant status or child gender moderates these associations. We found substantial variability in perceived immigration threat, with immigrant parents and Latinx parents reporting significantly greater levels of immigration threat compared to nonimmigrant parents and non-Latinx parents. Immigration enforcement threat was associated with greater child separation anxiety and overanxious behaviors, and lower self-regulation among boys and girls and among children of immigrant and U.S.-born parents. In contrast to our hypothesis, immigration enforcement threat was associated with higher self-regulation according to independent assessor ratings. Educators and healthcare providers working with young children from immigrant and Latinx households should be aware of the disproportionate stress experienced by immigrant and Latinx families due to a xenophobic sociopolitical climate marked by heightened immigration enforcement threat and racist, anti-immigrant rhetoric. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

We present a conceptual model of the ways in which built and social environments shape the development of self-regulation in early childhood. Importantly, in centering children of color growing up in historically disinvested neighborhoods, we first describe how systemic structures of racism and social stratification have shaped neighborhood built and social environment features. We then present evidence linking these neighborhood features to children's development of self-regulation. Furthermore, we take a multilevel approach to examining three potential pathways linking neighborhood contexts to self-regulation: school environment and resources, home environment and resources, and child health behaviors. Finally, we consider how racial-ethnic-cultural strengths and multilevel interventions have the potential to buffer children's development of self-regulation in disinvested neighborhood contexts. Advancing multilevel approaches to understand the development of self-regulation among children of color living in historically disinvested neighborhoods is an important step in efforts to promote equity in health and education.

The Adverse Childhood Experiences (ACEs) framework has contributed to advances in developmental science by examining the interdependent and cumulative nature of adverse childhood environmental exposures on life trajectories. Missing from the ACEs framework, however, is the role of pervasive and systematic oppression that afflicts certain racialized groups and that leads to persistent threat and deprivation. In the case of children from immigrant parents, the consequence of a limited ACEs framework is that clinicians and researchers fail to address the psychological violence inflicted on children from increasingly restrictive immigration policies, ramped up immigration enforcement, and national anti-immigration rhetoric. Drawing on the literature with Latinx children, the objective of this conceptual article is to integrate the ecological model with the dimensional model of childhood adversity and psychopathology to highlight how direct experience of detention and deportation, threat of detention and deportation, and exposure to systemic marginalization and deprivation are adverse experiences for many Latinx children in immigrant families. This article highlights that to reduce bias and improve developmental science and practice with immigrants and with U.S.-born children of immigrants, there must be an inclusion of immigration-related threat and deprivation into the ACEs framework. We conclude with a practical and ethical discussion of screening and assessing ACEs in clinical and research settings, using an expanded ecological framework that includes immigration-related threat and deprivation.

A growing body of research is documenting the impact of parental legal status on familial and child well-being in the U.S. This study adds to the literature by examining the relation of legal vulnerability with the health and mental health of Bangladeshi immigrant parents and their children. A cross-sectional study with 73 immigrant Bangladeshi families was conducted in New York City. Parents reported on legal status indicators, perceived stressors, health, and child mental health indicators. Parents with greater legal vulnerability reported significantly greater immigration-related stressors and poorer perceived health outcomes for themselves and their children in comparison with parents having less legal vulnerability. Immigration stressors explained a significant amount of variance in parent symptoms of depression, tension, and sleep problems and child mental health indicators, beyond the variance explained by acculturation stress and financial stress. Practitioners should be aware that legal vulnerability and associated immigration stressors are adversely associated with Bangladeshi health and mental health.

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; M_age  = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social-emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.