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“I Was Given a Second Chance”: Retrospective Life

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“I Was Given a Second Chance”: Retrospective Life UNIVERSITY OF CALIFORNIA Los Angeles “I Was Given a Second Chance”: Retrospective Life History Stories from Generation 1.25 Immigrant Students A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Education by Ngọc Hồng Trần 2020 ABSTRACT OF THE DISSERTATION “I Was Given a Second Chance”: Retrospective Life History Stories from Generation 1.25 Immigrant Students by Ngọc Hồng Trần Doctor of Education University of California, Los Angeles, 2020 Professor Carola Suárez-Orozco, Chair This research study embraced the call-to-action of bridging the compassion gap (C. Suárez-Orozco, 2019) and a qualitative life history research approach to explore the (pre-, during-, and post-) migratory experiences of ten former newcomer high school students. Through in-depth interviews, this study sought to understand the stories of these ten 1.25- generation immigrants as they retrospectively narrate their lived experiences before, during, and after their immigration journeys, with a focused interest in displacement trauma and interrupted formal education, and the influences these experiences had on their academic and life trajectories. This study also documented the heartfelt advice each participant offered to current adolescent newcomer students. The findings of this study were shared in two distinct ways: Chapter Four was written in narrative vignettes and mainly in the voices of the participants as ii they relived their stories, while Chapter Five examined the ten interviews collectively. The major findings of this study revealed that the longer the immigration journey, the longer the time of interrupted formal education. Most of the participants minimized or channeled their traumatic experiences to serve others. After completing high school in the United States, these newcomer students still felt unprepared for college and career due to limited English language skills. These 1.25-generation immigrants were self-motivated individuals who advised current newcomer adolescent students to study English deeply and connect with others to help with the stressors of post-migration experiences. The researcher of this study recommended more intensive English Language Development (ELD) for the 1.25-generation immigrant students, a sustained and collaborative articulation between K-12 and Higher Education to support English Learners, an ongoing orientation system to support and connect high school newcomer students, and the incorporation of trauma-informed social and emotional learning (SEL) into the curriculum. iii This dissertation of Ngọc Hồng Trần is approved. Pedro Noguera Marjorie Orellana Cecilia Rios-Aguilar Carola Suárez-Orozco, Committee Chair University of California, Los Angeles 2020 iv DEDICATION It is my honor to dedicate the work in this dissertation to my mother, father, husband, family, teachers, and friends, who believed in me and encouraged me to keep moving forward. Also, I dedicate this work to all my students, who inspired and moved me. Finally, to my sons, who may one day walk this path and remember their mother’s journey. v TABLES OF CONTENTS ABSTRACT OF THE DISSERTATION ................................................................................................................ ii DEDICATION .................................................................................................................................................. v TABLES OF CONTENTS .................................................................................................................................. vi LIST OF FIGURES .......................................................................................................................................... xii LIST OF TABLES ............................................................................................................................................xiii ACKNOWLEDGMENTS ................................................................................................................................. xiv VITA ............................................................................................................................................................. xv CHAPTER ONE: INTRODUCTION .................................................................................................................... 1 Statement of the Problem ........................................................................................................................ 1 A Brief Overview of the Legal & Humanitarian Responses to Refugees & Immigrants ............................ 2 Page Act of 1875 ................................................................................................................................... 2 Chinese Exclusion Act of 1882 .............................................................................................................. 2 United States Immigration Service, 1891 ............................................................................................. 2 The International Committee of the Red Cross & the League of Nations ............................................ 3 Quota Law, 1921 ................................................................................................................................... 3 The Refugee Crisis, 1938-1941 .............................................................................................................. 3 The Universal Declaration of Human Rights of 1948 ............................................................................ 4 Establishment of UNHCR in 1950 .......................................................................................................... 4 The Refugee Conventions of 1951 & 1967 ........................................................................................... 5 The Immigration and Nationality Act Amendments of 1965 ................................................................ 5 The International Covenant on Civil and Political Rights of 1976 ......................................................... 6 The Refugee Act of 1980 ....................................................................................................................... 6 The Immigration Reform & Control Act of 1986 ................................................................................... 6 The Homeland Security Act of 2002 ..................................................................................................... 7 UNHCR Global Report of 2017 .............................................................................................................. 7 Current United States Refugee Policies ................................................................................................ 7 Significance of the Study ......................................................................................................................... 10 CHAPTER TWO: LITERATURE REVIEW ......................................................................................................... 12 Phenomena Experienced by Refugee Students ...................................................................................... 12 Displacement Traumas ....................................................................................................................... 13 Students with Interrupted Formal Education (SIFE) ........................................................................... 16 vi Inclusive Refugee Education ............................................................................................................... 17 A Longitudinal Perspective on Children of Immigrants .......................................................................... 19 Theoretical Framework of Compassionate Empathy .............................................................................. 20 Research Aims & Research Questions .................................................................................................... 22 CHAPTER THREE: METHODOLOGY & DESIGN ............................................................................................. 23 Life History Research Design ................................................................................................................... 23 Sample..................................................................................................................................................... 23 Access to Former 1.25-Generation Immigrant Students .................................................................... 25 Data Collection Methods ........................................................................................................................ 25 Data Analysis Methods ........................................................................................................................... 26 Ethical Issues ........................................................................................................................................... 26 Credibility & Trustworthiness ................................................................................................................. 27 Positionality and Management of My Role ............................................................................................ 27 CHAPTER FOUR: LIFE STORIES OF TEN FORMER IMMIGRANT STUDENTS .................................................. 30 Will Nguyễn ............................................................................................................................................
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