Evaluation of a school-based internship program for Chinese immigrant adolescents in the United States.

The experiences of five Chinese immigrant adolescents who became participatory action researchers (PAR) (Fine et al,, 2002) through a school-based internship program in the United States are analyzed and presented. Evaluation of the project was conducted using content analysis of student researchers' journal entries. Discovery Oriented Approach analysis (Mahrer & Boulet, 1999; Mahrer 1988) was implemented and revealed the following main domains: Learning and Growth, Program Evaluation, Adjustment and Coping, Identity Development and Social Role, Pride, Social Support, Empathy, and Group Process.

Development of a mentoring program for Chinese immigrant adolescents' cultural adjustment.

The development and evaluation of a peer mentoring program for Chinese immigrant adolescents' cultural adjustment is described. Twenty-three high school students who recently immigrated from Mainland China participated in the year-long program and 4 high school students served as their peer mentors. Data analyses revealed that the students who participated in the mentoring program had significantly higher peer attachment-trust and need for closeness scores at post-test than at pre-test.