Running head: Literature Review: Immigrant Youth, Resilience, and the Arts

Literature Review: Immigrant Youth, Resilience, and the Arts

Sarah Baker
Eastern University

Literature Review: Immigrant Youth, Resilience, and the Arts

Literature Review: Immigrant Youth, Resilience, and the Arts

Abstract
Resilience, or the ability to bounce back in the face of adversity, is a concept that has
profound implications for immigrant youth who have recently come to the United States. There
are many factors that affect the resilience of immigrant youth, including personal attributes like
tenacity, flexibility, and positive thinking; as well as ecological factors like cultural values,
supportive relationships, and the accessibility of resources. For immigrant youth adjusting to a
new culture that is not always friendly or accepting, art-making may help them navigate feelings
of uncertainty and fear in order to better cope with adversity. Though many studies have shown
the connection between art and resilience, little attention has been given to how art-making can
affect this process for immigrant youth.
Keywords: resilience, immigrant youth, uncertainty, fear, asset-based development
Realities for Immigrant Youth
Immigrant youth confront untold struggles as they adjust to a new life in the United States. In
their study of resilience amongst Latino students, Reyes and Elias (2011) explain that one of the
greatest challenges these young people face is poverty. A recent study conducted by the National
Center for Child Poverty found that 29 percent of Latino children live in poverty as compared
with 10 percent of white children (p. 727). Poverty can have a significant impact on youth
development and represents a dramatic loss for young people. In a study of Chinese immigrant
youth by Yeh, Kim, Pituc, and Atikins (2008), poverty was shown to affect all aspects of life,
including occupational status, careers aspirations, academic performance, relationship
dynamics, and available support systems from both the student and his or her family (p. 39).

Literature Review: Immigrant Youth, Resilience, and the Arts

Discrimination is another daily reality for immigrant youth. In a longitudinal study of one
female Mexican immigrant, author Casanova (2012) discovered that this student was often the
victim of microaggression, or deliberate, often conscious, derogatory comments or actions (p.
388). This form of discrimination has profound implications for immigrant youth and has been
linked with depression, anxiety, anger, and lowered self-esteem (Reyes & Elias, 2011, p. 727).
In fact, in a study of 248 Puerto Rican students, Szalacha et al. found that 49% of students
interviewed had experienced discrimination due to race while 47 percent indicated that they were
worried about being discriminated against (Szalacha, 2003).
For many immigrant youth, discrimination contributes to feelings of alienation and
invisibility. This is further complicated by language proficiency. Issues of language affect the
way young people function in everyday life. A change in language represents a loss of cultural
identity and fosters feelings of insecurity, fear, and shame in majority group interactions (Yeh,
et al., 2008, p. 39). These feelings cause many immigrant young people to withdraw,
contributing to feelings of hopelessness and isolation.
In addition to navigating a hostile landscape due to discrimination and prejudice, immigrant
youth have the added pressure of adultification. This is the process in which children from lowincome backgrounds prematurely take increased responsibilities and adult roles within the family
unit (Cassanova, 2012, p. 393). This reversal of roles means a loss of childhood for many young
people who must find work, carry out increased household responsibilities, or translate for their
parents (Yeh, et al., 2008). This means less time for socialization and after-school activities,
both important factors in adjustment.
Finally, immigrant youth constantly experience a clash of cultures. Many parents, for
example, expect their children to maintain their native cultural traditions and language at home;

Literature Review: Immigrant Youth, Resilience, and the Arts

whereas, in American schools, youth are expected to be assertive and engage in independent
thinking and decision making (Yeh, et al., 2008, p. 35). This can cause tension and further
exacerbate feelings of uncertainty and confusion.
Resilience Defined
Despite these exceptional challenges that immigrant youth face, their experience can also be
characterized by survival and resilience. There are many different definitions of resilience, the
most basic being the ability to cope with adversity (Chavkin & Gonzalez, 2000, p. 2). In a
study of one Thai youths collection of drawings, researchers Cameron, Pinto, and Tapanya
(2014) define resilience as thriving under adverse circumstances (p. 457). Masten (2009), on
the other hand, explains that, resilience does not require extraordinary resources in most cases
but instead is the result of what might be called ordinary magic (Masten, 2009, p. 29). In
other words resilience can be fostered with simple methods and techniques like familiar support
or positive school environments.
There are many different characteristics of resilience worth mentioning. The first, put forth
by Jain and Cohen (2013) in their study of resilient youth in the context of violence, is that
resilience is dynamic and can change according to ones developmental stage or context (p. 652).
Heise (2013) takes this one step further and highlights the cumulative nature of resilience. He
explains that positive adaption to adversity can actually help individuals confront stress later in
life. In other words, coping with adversity can actually foster and generate future coping
mechanisms. Heise calls this the steeling effect (p. 3). After exploring the ways that two South
African university students adjust to hardship, Theron (2013) describes resilience as a reciprocal
transaction (p. 528). In other words, it is co-constructed by individuals and their contexts.

Literature Review: Immigrant Youth, Resilience, and the Arts

Many studies have highlighted the internal factors that contribute to resilience. In a study of
719 high school students in Singapore, Ng, Ang, and Ringo Ho (2012) discover three attributes
of resilient youth. These include tenacity, positive-thinking, and the ability to seek help (p. 532).
Other attributes that contribute to resilience are social competence, problem-solving skills,
autonomy, and a sense of purpose and future (Chavkin & Gonzalez, 2000, p. 2). The significance
is that resilience can be framed as a set of skills and taught to students to bolster certain coping
mechanisms in the face of adversity.
Recent studies, however, have focused more on external factors that contribute to resilience.
These include context, family and cultural values as opposed to just individual traits. (Theron,
2013, p. 536). According to McCartney, Harris, and Farrow (2012), strong and meaningful
relationships are essential in the resilience process. This can include a teacher, family member,
or any adult with a vested interest in the childs life.
In addition to strong relationships, current research explores how cultural values contribute to
resilience. Coholic, Eys, and Lougheed (2012) argue that resilience theory must recognize the
dynamic relationship between youth, the resources they have access to, and their culture and
context (p. 834). In fact, one study of Native American students found that students who
maintained strong connections with their cultural traditions and family and had a support
network were more resilient in school (Casanova, 2012, p. 395). The result is that studies have
moved away from personal strengths to the investigation of positive assets as they are
embedded in an ecological context (Cameron, et al., 2014, p. 454).
To understand the ecological context of resilience theory, it is important to look at specific
cultural values of immigrant youth that affect resilience. An Afrocentric worldview, for example,
values harmony; individuals are interconnected and valuable and as such, work for the good of

Literature Review: Immigrant Youth, Resilience, and the Arts

the whole community above their individual needs. This is called Ubuntu and refers to an
emphasis on the collective that encourages individuals to be rooted in a larger harmonious
whole (Theron, 2013, p. 534). It teaches that all life events are purposeful and happen for a
reason. In this way, setbacks are often reframed as opportunities instead of personal failures
(Theron, 2013, p. 534). This contributes to resilience because it allows individuals to persevere
despite challenges, instilling a sense of hope for the future.
The Latino culture is also highly collective. The value of familismo, for example places
importance on the family unit above the individual. The family is obligated to provide for each
other, economically, emotionally, and relationally. Another value, that of personalismo,
emphasizes personal goodness an ability to get along well with others. This value contributes to
resilience because when faced with adversity, Latino youth seek to serve others in positive ways
(Reyes & Elias, 2011, p. 729). A study of resilience factors among Mexican American youth by
Brittian, ODonnell, Knight, Carlo, Umana-Taylor, and Roosa (2013), for example, shows that
after experiencing discrimination Mexican American youth are likely to exhibit helping
behaviors as a means of coping with their negative feelings (p. 336).
As seen above, many non-western cultures value collectivism as opposed to individualism. In
this sense, there is a strong emphasis placed on shared resources. After filming several different
resilient youth, Theron, Cameron, Didkowsky, Lau, Leibenber, and Ungar (2011) explain that a
culture of sharing is pivotal for many young people facing adversity (p. 808). Resource
sharing encourages survival and allows for reciprocity. One Mexican immigrant living in
Canada, for example, was given shelter by her extended family after being orphaned. In turn,
she began to share her knowledge and experience with her younger cousins (Theron, et al.,

Literature Review: Immigrant Youth, Resilience, and the Arts

2011). Without this mutual network, immigrant youth would have a more difficult time
negotiating basic needs.
Art and Resilience
The process of making art can increase resilience in immigrant youth. Art-making is
inherently asset-based because it emphasizes possibility, persistence, and vision. Art shifts the
focus from trauma to sources of joy and strength. It helps transform thinking from victim to
survivor and encourages strength and positive thinking that may help in future challenges
(Heise, 2014, p. 3). Additionally, art allows individuals to develop creative problem solving
skills, flexibility, and resourcefulness, all of which have been described as protective factors in
resilience theory.
There are many examples of how art is being used to foster resilience among marginalized
communities. The first is an inner city community arts center in Connecticut. The Artists
Collective, according to Rhodes and Schecter (2012), promotes resilience by creating a refuge
from the surrounding poverty and violenceand strengthens youths personal and social
resources (p. 826). The Artists Collective is a beautiful safe haven for participants in a
neighborhood characterized by unnecessary violence. It not only offers alternative messaging to
the drug culture of the neighborhood, but is also a space that students can feel proud of and call
their own. Finally, it is a cultural oasis that celebrates African American heritage (Rhodes &
Schecter, 2012, p. 827). This stands in stark contrast to a society that constantly devaluates
African American culture and history.
The Artists Collective also increases the personal and social capital of its participants by
cultivating strong relationships and promoting cultural education through the arts. Music and

Literature Review: Immigrant Youth, Resilience, and the Arts

dance, the main art forms taught at the center, weave together lessons on culture, social skills,
and community responsibility to promote the process of being somebody by increasing
students ethnic pride, self-esteem, and self-awareness (Rhodes & Schecter, 2012, p. 841).
Engaging in group dance activities, for example, can help students overcome traumatic
experiences by reducing the sense of isolation that trauma reinforces. A universal phenomenon,
rhythmic movement promotes connection to ones body as well as the larger group. This sense
of connection is an essential component of resilience and contributes to the healing process
(Rhodes & Schecter, 2012, p. 843).
A study by Macpherson, Hart, and Heaver (2015) that followed ten students with mental
health challenges as they engaged in weekly visual arts workshops found that visual arts can
foster a safe space, helping young people connect, and develop a sense of belonging through
verbal and non-verbal means (p. 11). For young people who have trouble communicating, the
process of art making can help externalize difficult feelings in a positive way. Additionally,
mastering a new skill develops confidence and the ability to focus (Macpherson, Hart, & Heaver,
2015, p. 12).
Another qualitative study, conducted by Reynolds and Prior (2006), explored the impact artmaking has on women diagnosed with cancer. The study found that engaging in the arts
promotes flow, a psychological state characterized by intense concentration and full
involvement in an activity (Reynolds & Prior, 2006, p. 256). This extended presence during
the art-making process allows individuals to banish intrusive thoughts and fears surrounding
their condition. As they learned to respond to the limitations of their art materials, individuals
were able to foster the internal resources necessary to deal with adversity. In fact, for many of
the women, making art became an antidote to the helplessness they felt in the face of their

Literature Review: Immigrant Youth, Resilience, and the Arts

illness. They described art-making as a journey with its own momentum. They could not
predict exactly what would happen on this journey, nor could they fail (Reynolds & Prior, 2006,
p. 260).
Other studies have used art therapy techniques to gather and analyze data about the immigrant
experience. One such study by Linesch, et al. (2012) examined the experiences of eight Latino
families by using art-based methods. In focus groups, families were asked to share their
assimilation experiences by drawing family portraits. Certain themes emerged from the drawings
that communicated the complexity of the assimilation process. For example, while mothers were
concerned with maintaining traditional values and teaching them to their children, youth
expressed their role as bilingual and bicultural mediators for the family.
Conclusion
Many studies have been conducted that focus on how resilience can be fostered in immigrant
youth. While many factors are cited, such as supportive relationships, cultural values, and
personal attributes, little research has been done to explore how art-making can foster resilience
for immigrant youth that have recently arrived in the United States.
My research, therefore, will focus on the art-making process and its impact on navigating the
uncertainty and fear that surface when adjusting to a new culture. In other words, I would like to
study how art-making affects the resilience of young people who have recently come to the
United States. For immigrant students that face untold adversity like discrimination, poverty,
and isolation, the process of making art may have profound effects on the ways that they cope
with these challenges. To be specific, I would like to focus my research on art-making that
celebrates the students unique heritage and connects them back to the collectivist-oriented

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cultures that they left behind. Drawing on the example of The Artists Collective, my hope is that
by instilling cultural values through a series of art workshops, students can begin a meaningmaking process to cultivate their self-worth and be somebody in an individualistic society that
constantly devaluates immigrants stories of strength and perseverance.
Philosophical Stance
The purpose of my research is to describe how immigrant youth deal with change and
uncertainty and to identify ways that art-making can address these concerns by fostering
resilience. To conduct my research, I will adopt a constructivist approach. According to SavinBaden and Howell Major (2013), constructivists believe that reality is an internal construction
where individuals assign meaning to experience and ideas (p. 63). In this sense, truth and
knowledge are both constructed realities, influenced by ones unique experience and perspective.
Constructivists, therefore, seek to understand the way that individuals construct meaning.
Positionality and Reflexivity
Immigrant youth who have recently arrived in the United States have faced untold struggles
that shape the way they see the world and interact with their surroundings. In my research, I
hope to understand the way that these youth construct their realities specifically with regards to
resilience. I believe that it is critical for immigrant youth, torn from their culture and history, to
construct new knowledge together. Art-making is a meaning-making process that can help
reframe negative experiences. It can foster healing and serves as a powerful metaphor that these
young people are not alone. Additionally, art-making can instill the internal tools and resources
necessary to navigate fear and uncertainty.

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Inherent in my work is the belief that change must stem from the individual. It will be critical
to view the students in terms of their strengths instead of their deficits. Drawing upon this assetbased perspective, I believe that these students stories contain powerful anecdotes that we can
all learn from if we just take the time to listen.
I will be conducting arts-based research with a group of students at the International Academy
at Cardozo high school. All of these students are recent immigrants to the United States and
most do not speak English. I have worked with these students before in an after-school garden
club and was able to develop strong relationships them. These relationships will allow me to
build trust with a group of young people who might struggle to trust someone they perceive as an
outsider.
Though I am approaching this work as an insider, there are still many barriers to overcome
including cultural and language. To confront these, I must continually reflect on dynamics of
race and power and be conscious of how my background might affect the research. Consistency
will be paramount to overcome these challenges. Openness and the humility to learn from these
students will also influence the way I interpret their stories and share them to a wider audience.
Research Approach
To understand how immigrant students construct meaning in order to cope with uncertainty
and fear, I will use a qualitative, arts-based approach. This approach will not only transcend
barriers of race, culture, and language, it will also allow me to discover the ways that art-making
can foster resilience by strengthening students internal resources.
I will create a series of arts-based experiences and lead the group through the activities over
the course of two months. We will meet during the school day, as many of these students work

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to support their families. Using the activity as a metaphor, we will engage in dialogue to extract
meaning from the art-making process and apply it to our lives. This activity will include a pre
and post assessment to discover how art-making has affected the students ability to confront
change and if it has increased their resilience.
To better understand how the art activities influenced the students, I will conduct a series of
structured interviews with the participants. Each interview will be videotaped so that I can go
back and analyze the data, searching for the frequency of certain key terms that have been shown
to correlate with resilience. I will also conduct one or two focus-group interviews to better
assess group dynamics and analyze how art-making might foster social capital for these students,
specifically through the formation of interpersonal relationships.
To recruit students for these art-based experiences, I will work closely with a teacher at The
International Academy who has a strong rapport with the students and is passionate about their
success. Together, we will identify ten students who have come to the United States within the
last six months and invite them to participate in the group art activities.
Challenges
Challenges will include retention. Many of these students live on the edge and face additional
responsibilities at home. For this reason, we will meet during the school day. My hope is that,
as students build strong relationships with each other, this will incentivize them to attend the
workshops in a consistent manner. Another challenge will be building a strong rapport with
students who might struggle to trust an outsider. This is why I will work closely with a teacher
who already has strong relationships with the students. Finally, I may face ethical issues
regarding the legal status of the students. Many may be undocumented immigrants. As such, I

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will have to work to protect their identity by using pseudonyms and blurring their faces in videos
and photos I take documenting the process.
.

References

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