"Everyone collaborated and came together": The civic promise (and pitfalls) of yPAR for immigrant-origin students in an era of deportation.

Objectives: In recent years, increased anti-immigrant hostility has trickled into school settings creating toxic climates for immigrant-origin (I-O) students (Rogers, , 2019, UCLA's Institute for Democracy, Education, and Access). Through youth participatory action research (yPAR), this study qualitatively examined how a class of Emerging Bilingual (EB) students aimed to promote more inclusive learning environments by designing, implementing, and evaluating a school-wide program. Here, we consider how the students experienced growth in their civic development as well as how they contended with resistances encountered during the project.

Trajectories of civic socialization in context: Examining variation among children in African American and Black immigrant families.

Little is known about how developmental experiences spanning early childhood through adolescence prepare children and youth to engage with society, and even less so for ethnically diverse Black children and youth. Building from work linking positive youth development (PYD) to civic engagement, this study examined how socialization trajectories from early childhood through adolescence in concert with early childhood experiences and contexts related to adolescent civic development. Person-centered analysis (PCA) through trajectory modeling was conducted using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K).