NEW BEGINNINGSA Career-Focused Group Curriculum for Immigrant High School

Students

Courtney KallisUniversity of Mary

CHALLENGES FOR IMMIGRANT STUDENTS Lack of education in country of origin Lack of family support for American education Limited English language proficiencyPerceptions of barriers to education Lack of access to resources Lack of parental education

FACTORS THAT LEAD TO SUCCESS

Higher English proficiency levels and

greater career-related

parental support

Higher career and

educational aspirations

for immigrant students

THEORETICAL PERSPECTIVE

Career Constructivist Approach1. Co-construction Stage: Collaborative approach

to telling the group member’s story.2. Deconstruction Stage: Themes, values, and

beliefs are identified and assessed for each individual.

3. Construction Stage: Establish new goals and create futures.

PURPOSE

To meet the career needs of new students who have immigrated to the United States and are entering the public school system for the first time.

TARGET AUDIENCE

High school students ImmigrantsAt least minimal English proficiencyLooking for additional career counseling support

Seeking to improve employabilityFamily approval

IMPORTANT THEMES

Improving English skillsSharing life storiesEmbracing culture of homelandLearning new cultural norms Acquiring job skillsBuilding confidenceProviding socioemotional support

WEEKLY ROUTINES

Sharing positive and negative experiences JournalingMentorship with natural-born American students

Goals and homework

FACILITATOR PREPARATION

Know own immigration historyUnderstand cultural values and heritageLearn about other culturesExplore immigrant parents’ belief systemsEstablish collaborative family relationships

SESSION 1: INTRODUCTIONS

Learning Objectives: To introduce all members of the group. To familiarize members with group rules and expectations.

Session Plan Introductions Group rules Personal Collage

SESSION 1: INTRODUCTIONS

Personal Goal: Identify two areas of improvement by the end of this group.

Journaling: Reflect on first session in English or first language.

Homework: Meet with peer mentor and share collage.

SESSION 2: ENGLISH LANGUAGE PROFICIENCYLearning Objectives: To evaluate proficiency and comfort level with the English

language. To explore resources available to English Language Learners

(ELL’s).

Session Plan English language proficiency survey

International Language Homestays Self Assessment English Evaluation Test

SESSION 2: ENGLISH LANGUAGE PROFICIENCYPersonal Goal: Identify three ways you will work on improving proficiency.

Journaling: Reflect on the self-assessment.

Homework: Meet with peer mentor and share results of survey.

SESSION 3: SHARING MY STORY AND CULTURELearning Objectives: To allow students a safe place to share their immigration story. To explore similarities and differences among home cultures and

American culture

Session Plan Telling My Story (art or writing) Sharing My Story

SESSION 3: SHARING MY STORY AND CULTUREPersonal Goal: Share story with someone new.

Journaling: Reflect on what was learned from others.

Homework: Share story with mentor.

SESSION 4: THE JOB SEARCH

Learning Objectives: To explore the process of searching and applying for jobs To understand the cultural expectations during a job search

Session Plan Job search tips Application process

SESSION 4: THE JOB SEARCH

Personal Goal: Find three current job openings to apply for.

Journaling: Reflect on job search information.

Homework: Discuss common student jobs Reflect on facilitation questions from journal

SESSION 5: GETTING HIRED AND STAYING EMPLOYEDLearning Objectives: To examine what traits and skills are needed for obtaining

employment. To learn the cultural values of working in the United States and in

this region.

Session Plan: Compare/contrast job skills and values for U.S. and home country Navigating the job interview

SESSION 5: GETTING HIRED AND STAYING EMPLOYEDPersonal Goal: Choose three tips that you will apply to your own job search.

Journaling: Reflect on readiness for job application and interview.

Homework: Complete mock interview with mentor.

SESSION 6: CLOSING

Learning Objectives: To wrap up learning and reflect on group outcomes.

Session Plan: Personally review journal entries Share reflections on group

SESSION 6: CLOSING

Personal Goal: Identify one area of improvement moving forward from group.

Journaling: Reflect on readiness for job application and interview.

Homework: Complete mock interview with mentor.

MENTORSHIP IN ACTION

“New Immigrants Share Their Stories”https://www.youtube.com/watch?v=33OINi3xVbc

REFERENCESElizalde-Utnick, G. (2010). Immigrant families: Strategies for school support . Principal Leadership, 12-16.Hatoss, A., O’Neill, S., & Eacersall, D. (2012). Career choices: Linguistic and educational socialization of Sudanese- background high-school students in Australia. Linguistics and Education, 23, 16-30. Ma, P. & Yeh, C. (2010). Individual and familial factors influencing the educational and career plans of Chinese immigrant youths. The Career Development Quarterly, 58, 230-245.Pierce, L. M. & Gibbons, M. M. (2012). An ever-changing meaning: A career constructivist application to working with African refugees. Journal of Humanistic Counseling, 51, 114-127.Stebleton, M. J. (2007). Career counseling with African Immigrant college students: Theoretical approaches and implications for practice. The Career Development Quarterly, 55, 290-312. Tatar, M. (2012). School counsellors working with immigrant pupils: Changes in their approaches after 10 years. British Journal of Guidance & Counseling, 40 (50), 577-592.Valadez, J. Shaping the educational decisions of Mexican immigrant high school students. American Educational Research Journal, 45 (4) 834-860. Watkinson, J. & Hersi, A. (2014). School counselors supporting African immigrant students’ career development: A case study. The Career Development Quarterly, 62, 44-55.