Harmonious Integration of Foreign-born Immigrant Children by Jin Seok Kwon

HARMONIOUS INTEGRATION OF FOREIGN-BORN IMMIGRANT CHILDREN INTO U.S. SOCIETY

JIN SEOK KWON MFA INTEGRATED DESIGN ADVISOR: MARIA LUISA ROSSI

HARMONIOUS INTEGRATION OF FOREIGN-BORN IMMIGRANT CHILDREN INTO U.S. SOCIETY

JIN SEOK KWON MFA INTEGRATED DESIGN ADVISOR: MARIA LUISA ROSSI

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To every single one of the people I have met during this project

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Abstract International migration is one of the most dominant global trends, and the amount of foreign-born population in the United States has been increasing drastically. For this reason, the percentage of foreign-born immigrant children is also increasing. Even though their adaptation is very important, they are exposed to many stressors which cause them to have higher risks of depressive symptoms and poor academic results. This thesis is pursuing better cultural and emotional adaptation of foreign-born immigrant children with the immigrant-centric perspective. In this thesis, stressors that can negatively affect the foreign-born childrenâ&#x20AC;&#x2122;s development during migration and resettlement have been analyzed holistically, and the design solution will improve their adaptation in the United States by enriching their experiences and interaction with peers, local communities, and the app platform. This project will help both immigrant and non-immigrant children respect each other and result in the harmonious integration.

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Contents Introduction Research Methodology Migration Background

7 8 11

Migration Trend

Foreign-Born Immigrant Children

Reason for Migration

Migration Motivations

Latino-Born Immigrant Childrenâ&#x20AC;&#x2122;s Risks

College Completion

Social Factors

Before Migration

During Migration

Legal Status

Health-Care Access

Poverty

Language

Discrimination

Latino Childrenâ&#x20AC;&#x2122;s Identity

Bilingualism

Multiculturalism

Latino Family

Competitors Analysis Design Solution

59 63 67

Objectives

Experience Loop

Functions

Graphic User Interface & Scenario

Partnership

Experience Map

Safety Policy

Flow Map

104

Wireframe

105

Final Analysis and Benefits

114

Bibliography Acknowledgment

117 119

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Introduction International migration has remained a constant trend over the past decades (United Nations 5). The United States has been experiencing the largest number of the immigrants with the highest increase in the world (United Nations 18). Foreign-born immigrant children are exposed to various stressors that can negatively affect the children’s development and assimilation. When first-generation immigrant children are not well developed and integrated into society, the negative effects can spread to their second and third-generation children (Potochnick and Perreira). For this reason, it is important for the foreign-born immigrant children to assimilate into society with an immigrant-centric perspective. Foreign-born Hispanic children who are the majority of foreign-born children are exposed to more at risk to not complete a college education than other students (Joo and Reeves). Second, Latino foreign-born immigrant children have more emotional risks, such as depressive symptoms, feeling hopeless, and considering suicide (Potochnick and Perreira). These are because they are exposed to various stressors before, during, and after migration. Many Latino immigrants have lived in poverty before their migration and have been exposed to crime, war, and violence. Mexicans and other Central Americans have limited access to authorized migration, so they migrate without legal authorization resulting in arduous migration experiences such as robbery, physical attacks, accidental injuries, and sickness during the migration (Perreira and Ornelas). During settlement, foreign-born immigrant children are more likely than non-immigrant children to live in or near poverty (Child Trends Data Bank). Latino immigrant families are also more likely to be undocumented than others (Rosenblum and Ruiz Soto). Immigration status is associated with foreign-born children’s wellbeing. This is because children with unauthorized status do not have access to Medicaid (Wallace, Torres and Nobari), and they have risks of experiencing deportation of their close family. Latino-born immigrant children are at more risk to have problems with English than children from other families(Camarota and Zeigler). Discrimination is associated with immigrant families’ depressive symptoms, ultimately diminishing children’s educational motivation and achievement. Of course, foreign-born immigrant children have benefits, such as bilingualism and biculturalism. Bilingualism is beneficial to children’s development and future opportunities. Bicultural adaptation of minority children and adults is considered to produce the healthiest and most successful overall outcomes (Toppelberg and Collins). In this thesis, the ultimate goal is harmonious integration of foreign-born immigrant children by enriching positive experiences and reducing negative stressors with an immigrant-centric perspective. It is expected that harmonious integration would be beneficial to not only immigrant population but also non-immigrant population and the U.S. society.

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Methodology

Literature review Secondary research/ quantitative research/ professionalâ&#x20AC;&#x2122;s analysis Language, poverty, Latino community, and migration stressors

Survey Foreign-born immigrants who immigrated during their childhood Sample: 65

Survey & Interview Foreign-born immigrants who immigrated during their childhood Organizations for Latino population in Detroit Sample: 7+1 / 2

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Secondary Research In order to collect and analyze data from Latino-born immigrant children, data of migration phenomenon, foreign-born population, immigrant children, and the Latino population have been separately collected. The data used for this thesis came from these sources: - The global level of information about international migration: United Nations and OECD - The national level of information and statistics about migration and immigrants: Census Bureau and Pew Research - Immigrant childrenâ&#x20AC;&#x2122;s issues and causes & effects of issues, including mental disorders, discrimination, and language: PMC and Vassar College - Specific information about Latino-born immigrant children: Center for Immigration Studies and Child Trends - Features of Latino families: online articles

Primary Research Survey The survey was conducted between October 19th and November 2nd 2017 with 65 participants. All participants were born outside of the U.S. and migrated during childhood. All participants were screened to see if they would be appropriate participants. The survey questionnaire was built using Google Forms, and the survey participant are Reddit users.

In-Depth Interviews Based on the results of the survey, In-depth interviews were conducted to obtain more qualitative data. With a semi-structure, the interviews were conducted in person and via phone. The interviewees who participate in the in-depth interview are: - A Latino-born immigrant adult who migrated during childhood - A Coordinator, managers, and directors of organizations for Latino youth in Detroit, such as LA SED, DHDC, and Living Art Detroit - A director of an organization in Southwest Detroit, Mexicantown Community Development Corporation - A psychotherapist specializing in child development at Troy Psychotherapy

Open-Ended Survey With the same structure as the in-depth interview questionnaire, an open-ended survey was conducted. Seven foreign-born immigrants who migrated during their childhood participated in the survey.

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Migration Background

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Countries hosting the largest numbers of international migrants

UNITED STATES

2000

2015

GERMANY

UNITED KINGDOM CANADA AUSTRALIA

47M

12M 12M

RUSSIAN FEDERATION

SAUDI ARABIA

35M

12M 5M 10M 5M 9M 6M 8M 4M 7M

2000

2015

Source: International Migration Report/ UN Center for Immigration Studies 2016

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78.2M

The immigrant population of the United States

17.7%

12.9% 11.1%

7.9%

40.0M

13.3% 42.4M

31.1M

6.2% 4.7%

19.8M 14.1M

9.6M

1970

1980

1990

2000

2010

2014

2065

Center for Immigration Studies 2016 Pew Research Center

Migration Trend International migration has remained a fairly constant trend over the past decades (United Nations 5). The United States has been accommodating the largest number of the immigrant population (47 million) with the highest increase (12 million) in the world (United Nations 18). It is expected that the number of foreign-born population in the U.S. would reach 78 million by 2065 occupying 17.7 percent of the total population of the United States (Pew Research). Migrants are filling in both fast-growing and declining business sectors and increasing the working age population. A new generation of migrants are becoming better educated and equipped with professional skills (OECD 1), so it is expected that they would contribute more to the technological development in the country than the past.

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Foreign-Born Immigrant Children The 80.4 percent of the total foreign-born population in the United States is occupied by working age immigrants (18 to 64 years old), and the population of people over 64 years old occupies 13.1 percent. The population under 18 years old occupies 6.4 percent of the total foreign-born immigrant population (Census Bureau). The foreign-born children also occupy 3.8 percent of the total number of children in the United States (Child Trends Data Bank). Foreign-born immigrant children are exposed to various stressors that can negatively affect the childrenâ&#x20AC;&#x2122;s development and assimilation. When first-generation immigrant children are not well developed and integrated into society, the stressors can spread to the second and third-generation children (Potochnick and Perreira). For this reason, it is important for the foreign-born immigrant children to assimilate into society with an immigrant-centric perspective. As of 2013, the total foreign-born population in the U.S., 52 percent is comprised of people from Mexico (28 percent) or other Latin American countries (24 percent), and 26 percent of the immigrants were born in South and/or East Asia (Pew Research). The majority of immigrant children, which includes both foreign-born and native-born, are Latino (55.1 percent) followed by Asian (16.9%) and White (16.1%) (Child Trends Data Bank). This data shows that the majority of the foreign-born immigrant children are Latino children from Mexico and other Latin American countries. It is expected that the population of Hispanic children that occupied 24.1 percent of the total U.S. child population in 2013 will reach 35.6 percent by 2050 and maintain the second largest group following non-Hispanic White children (36.4%) (Murphey, Guzman and Torres 5).

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The immigrant population of the United States

0 to 19 years

42.4M

13%

65 years and over

79%

20 to 64 years

2014 Census Bureau 2014

Immigrant population by origin & Immigrant children by race

Mexico

29%

Black

Europe/ Canada/Oceania

14%

White

Caribbean

Hispanic

9% Central America

8% Asia

29%

South America Africa 4%

55%

16% Asian

17%

Migration Policy Institute in 2015 Census Bureau 2014

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International Migration

Economic Migration

Political Migration

Cultural Migration

Environmental Migration

Social Migration

Reasons for Migration Reasons for migration are very different based on each individual. They are classified by 5 reasons for international migration: economic migration, social migration, political migration, environmental migration, and cultural migration. Economic migration is in order to find work or pursue a certain career path. Social migration includes pursuing a better quality of life and family unification or reunification. Political migration is to escape from political persecution or war. Environmental migration is from natural disasters, such as floods, and better climates. Cultural migration includes religious freedom and education (Ultimate Visa Corporation).

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Immigrants

Push Factors

Pull Factors

Push Factors and Pull Factors These five causes can be divided into 2 factors: push factors and pull factors. Push factors are reasons why people leave a place and include unemployment, a lack of services or amenities, poor safety and security, concerns about high crime rates, crop failure, drought, flooding, poverty, and war. Pull factors are reasons why people migrate to another place, such as employment, better service provisions, a safer atmosphere, lower crime rates, fertile land, good food suppliers, less risk of natural hazards, greater wealth or affluence, and political security (BBC).

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Migration Motivations Economic reasons

49.2%

Family unification/ reunification

41.5%

Educational purposes

30.8%

No choice ( I did not have any choices)

15.4%

To escape from conflict or violence Environmental reasons

7.7% 4.6%

Political reasons

3.1%

Others

3.0%

Migration Motivations The most influential cause that motivates migration to the United States is for economic reason (49.2%) followed by family unification and / or reunification (41.5%) and educational purposes (30.8%). 15.4% of participants answered that they did not have any choice.

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Better Quality of Life

Employment

Education

Safety

Better Quality of Life For Latino immigrant children who migrated to the United States during their childhood, a better quality of life means a living environment which ensures educational opportunities, better employment, and personal safety. For example, only around 10% of people in Peru have the opportunity to enter higher education, and one interviewee answered that if she had not migrated, she would not have had a chance for a college education. She earned her Masterâ&#x20AC;&#x2122;s degree and is currently employed. Education and employment opportunities are the most important factors for her better quality of life. Two participants of the open-ended survey answered that the biggest reason for their migration was because of crimes in their home countries, such as violence and drugs, and they believe that they have achieved a better quality of life in the United States.

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Latino-Born Immigrant Childrenâ&#x20AC;&#x2122;s Risks

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When first-generation immigrant childrenâ&#x20AC;&#x2122;s bicultural competence is not ultimately developed, their second and third-generation immigrant children would have increased risks for depression and anxiety

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Symptom of depression and/or anxiety

College completion by race and generation

55%

50%

22% 18%

40%

17%

31%

15%

21% 11%

1ST GEN

2ND GEN

HISPANIC

1ST GEN

2ND GEN

ASIAN

1ST GEN

2ND GEN

LATINO YOUTH

BLACK

WHITE

ASIAN AMERICAN

AFRICAN AMERICAN

Source: Migration Policy Institute 2015 Brookings 2013

College Completion Foreign-born Hispanic children are exposed to more at risk to not complete a college education than other students. First, the first generation of Hispanic immigrants are less likely to earn a college degree than other ethnic groups and generations. Both first and second-generation Hispanics have lower rates of college completion. First-generation Hispanics only have 11% of college completion which is almost half of second-generation Hispanic children (22%) (Joo and Reeves).

Mental Disorders Latino foreign-born immigrant children have more emotional risks than non-immigrant and other immigrant children. Latino children have higher rates of depressive symptoms (22%) than White (18%), Asian American (17%), and African American (15%) youth. Latino children are also more likely to feel sad and hopeless (36.3%), seriously consider suicide (15.9%), and attempt suicide (10.2%), than white (26.2%, 14.0%, and 5.6%) and black African-American (29.2%,13.4%, and 7.7%) youth. (Potochnick and Perreira)

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36%

25%

10%

of Latino students are SAD or HOPELESS consistently

of Latino students CONSIDERED SUICIDE

of Latino students ATTEMPTED SUICIDE

“I am not welcome.”

Various social factors that negatively affect Latino immigrant teenagers’ psychological well-being happen in various periods including before, during, and after migration

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Poor Academic Achievement and College Completion

Symptom of Depression

Traumatic Events Language Proficiency

BEFORE MIGRATION

Anxiety

Poverty

Lack of Experience

Economic Status

DURING MIGRATION

Immigration Status

Discrimination

AFTER MIGRATION

Various social factors that negatively affect Latino immigrant teenagersâ&#x20AC;&#x2122; psychological well-being happen in diverse periods including before, during, and after migration

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Social Factors

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Chronic Poverty from Crime, War , Violence, and Lack of Educational Opportunities

Before Migration Many immigrants who have lived in poverty before their migration have been exposed to crime, war, violence, and a lack of opportunities. Chronic poverty and unsafety prior to migration would potentially catalyze their decision of migration and settlement in a new place. Traditionally, males have undertaken the risk of migration while leaving their families behind, but women have increasingly migrated alone or with their husbands and leave their children in the care of friends or relatives. Parents may choose to migrate while leaving their children in their countries of origin and then bring their children to the United States at a late date. Approximately, one of three foreign-born children stayed with a relative in their countries of origin before reunification in the United States. It is expected that the parent-child separation would increase the stress of the migration and the risk of developing PTSD. (Perreira and Ornelas)

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75%

60%

24%

of adolescent immigrants have been SEPARATED FROM THEIR PRIMARY CAREGIVER

of adolescent immigrants have LITTLE or NO INVOLVEMENT in the MIGRATION DECISION

of adolescent immigrants experienced STRESSFUL MIGRATION EVENT

Source: National Institute of Health 2011 Migration Policy Institute 2015

During Migration Mexicans and other Central Americans have limited access to authorized migration, so they migrate without legal authorization. Many immigrants with legal authorization have lost their visa during their settlement in the Unite Sates as well. Entry to the United States without authorization involves arduous experiences (Perreira and Ornelas). â&#x20AC;&#x153;Children immigrating at younger ages are particularly vulnerable to victimization during the migration journey and can have fewer social resources to promote their resilience and forestall the development of mental health problems such as PTSD. Alternatively, young children may also be protected from developing PTSD after a traumatic exposure by lack of awareness due to cognitive immaturity. Adults can also mitigate the risk of trauma during migration for themselves and their children by traveling as part of a larger family unit that can both offer protection from potential assailants and buffer family members from the effect of stress.â&#x20AC;? (Perreira and Ornelas)

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UNDOCUMENTED STATUS

ANXIETY Source: Child Trends Data Bank 2014 Pew Research Center 2014

The UNDOCUMENTED IMMIGRATION STATUS limits immigrant children from access to resources. Immigrant children from undocumented have more risks of POVERTY and LACK OF INSURANCE.

Undocumented immigrant children are at risk to have depressive symptoms and/or anxiety(Potochnick and Perreira). According to interviews with Latino organizations in Detroit, many foreign-born immigrant families come to Detroit without legal immigration status and proficiency in English.

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Total Foreign-Born Population (%)

LATIN AMERICA

FROM OTHERS

MEXICO, CARIBBEAN, CENTRAL AMERICA, AND SOUTH AMERICA

ASIA, EUROPE/ CANADA/ OCEANIA, AND AFRICA

Unauthorized Status by Country of Origin (%)

LATIN AMERICA

FROM OTHERS

MEXICO, CARIBBEAN, CENTRAL AMERICA, AND SOUTH AMERICA

ASIA, EUROPE/ CANADA/ OCEANIA, AND AFRICA

Source: Migration Policy Institute

Legal Status According to Pew Hispanic, almost 74% of the total immigrant population are legal immigrants and includes naturalized citizens (41.8%), legal permanent residents (27.4%), and temporary legal residents (4.5%). 26.3% of the foreign-born population are unauthorized immigrants. (Pew Research) However, Latino immigrant families are more likely to be undocumented than other immigrants. Even though Mexican immigrants occupy less than 30% of the total immigrant population, they occupy 56% of the total unauthorized immigrant population. Immigrants from Central America have a higher percentage of undocumented status as well. (Rosenblum and Ruiz Soto) Legal status is associated with immigrant children’s anxiety. Without change of legal status, social supports cannot reduce children’s anxiety, but personal motivation can reduce it. (Potochnick and Perreira)

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Health care access and utilization by citizenship and immigration status 51%

34%

35% 32% 28%

17%

23%

18%

19%

19% 15%16%

16% 15%

15%

12%

UNINSURED U.S.-born

NO USUAL SOURCE OF CARE Naturalized citizen

NO DOCTOR VISIT EMERGENCY DEPARTMENT IN PAST YEAR VISIT IN PAST YEAR Lawful permanent resident

Undocumented immigrant

Source: UCLA Center for Health Policy Research

Health-Care Access Immigration status is associated with foreign-born childrenâ&#x20AC;&#x2122;s wellbeing. This is because children with legal status have access to Medicaid. However, it is hard for undocumented immigrants to have Medicaid so they are more likely to be uninsured the than U.S. born population and naturalized citizens. In fact, 51.3% of undocumented immigrants do not have health insurance, which is higher than documented immigrants (33.6%). Because of this reason, undocumented immigrants have the lowest number of emergency room visits in the past year (12.2%) and the highest number of no regular source of care (34.7%) and no doctor visits in the past year (28.4%). (Wallace, Torres and Nobari)

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Deportation of Family According to the interviews, one of the current serious issues is parent deportation. DHDC and Living Art Detroit have children who have experienced deportation of parents or very close family. This experience causes serious emotional distress to immigrant children because after the deportation, children cannot contact their families for a long time. For younger children, it is even harder to deal with. Moreover, this experience discourages the immigrant children from contacting public services such as emergency rooms and police.

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POVERTY

POSITIVE INTERACTION From Primary Research

Poverty Foreign-born immigrant children are more likely than non-immigrant children to live in or near poverty. 28% of foreign-born immigrant children and their families live below the poverty line, which is 3% higher than native-born immigrant children and 9.4% higher than non-immigrant children. Additionally, more than half of the total foreign-born immigrant children live below or near the poverty line (Child Trends Data Bank). Immigrant populations have different economic situations by race. The Hispanic first-generation immigrants have around $ 35,000 of average annual income which is a lower income than the same generation from other ethnic groups, such as Asian and Black (Joo and Reeves). The seriousness of foreign-born immigrantsâ&#x20AC;&#x2122; poverty depends on their country of origin. People from Mexico, Central America or South America tend more to live in or near poverty. Immigrant poverty is associated with how long they have stayed in the country. 30% of immigrant families who have stayed in the country fewer than 4 years are living below the poverty line, and 28% do not have health insurance. On average, because younger immigrant families with foreign-born children have stayed in the United States shorter than elder immigrant families, it is expected that foreign-born immigrant children are more likely to be exposed to poverty and uninsured situations (Camarota and Zeigler).

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Percent of CHildren living Below the Federal Poverty Line

61 44 28

29 21

BELOW THE POVERTY

100-199% OF POVERTY First Generation

200%+ OF POVERTY Second Generation

Non-immigrant

Source: Child Trends Data Bank

Medium Income for Three-Person Household

$65,200

$67,500 $60,600

$48,400

$63,200

$46,500 $43,500

$34,600

1ST 2ND GENERATION GENERATION HISPANIC

1ST 2ND

GENERATION GENERATION

ASIAN

BLACK

WHITE

Source: Brookings 2013

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Poverty & Near Poverty by Origin

10%

20%

30%

40%

50%

60%

70%

Guatemala Honduras Mexico Brazil Dominican Republic Cuba El Salvador

Pakistan China Russia Poland Haiti Colombia Peru

Korea UK Jamaica

Poverty :

Immigrants

Immigrants & native born children

Near Poverty :

Immigrants

Immigrants & native born children

Source: Center for Immigration Studies 2016

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POOR HEALTH

UNEMPLOYMENT

LOW SCHOOL PERFORMANCE

DELINQUENT BEHAVIOR

LACK OF INTERACTION WITH PARENTS

PSYCHOLOGICAL UNHEALTHINESS

Effects of Poverty Poverty and mental health correlate with each other. Experiences of poverty has risks for poor health, lower school performance, delinquent behavior, unemployment, and dependence on public assistance. Children in poverty are at risk for social, behavioral, and mental health problems (Ives). In an interview with a psychotherapist specializing in child development at Troy Psychotherapy, he states that parents living in poverty do not have enough time to pay attention to and interact with their children. Families in poverty have more risks to have psychologically unhealthy children than children who are not in poverty.

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LANGUAGE BARRIER

ACADEMIC ACHIEVEMENT DEPRESSIVE SYMPTOMS Source: National Institutes of Health

The LANGUAGE PROFICIENCY both DIRECTLY AND INDIRECTLY affect childrenâ&#x20AC;&#x2122;s academic achievement. Indirect effects include LOWER SELF-ESTEEM and SENSE OF BELONGING AT SCHOOL.

LANGUAGE BARRIER

HARD TO MAKE FRIENDS

MUTISM

LOW SCHOOL PERFORMANCE

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Language skills by Region of origin Mexico Central America Caribbean East/Southeast Asia South America Middle East South Asia Europe Sub-Saharan Africa

Not well or at all

Speaks language other than English at Home

Source: Center for Immigration Studies 2016

Language By region of origin, children from Latino families are at more risk to have problems with English than children from other families. Immigrants from Mexico, Central America, and the Caribbean are more likely not to speak English at home and not speak English well or at all (Camarota and Zeigler). This also means that children are more likely to live with family who cannot speak English.

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Relation between age of arrival and adaptation of language, culture, and education

Age of Arrival

Native

Native-born children have more chances for resources such as scholarships and loans

First Language They have a similar experience of American Life They have the same level of English skills with native-born

Mutism and Emotional Distress Exposure to a second language environment is very stressful for immigrant children. Older children are more likely to suffer more seriously than younger children. Mutism often lasts for a long time. For example, an interviewee stated that one student is very quiet when speaking English even though she has been in the states for 3 years and speaks Spanish to her family. Sometimes mutism is not overcome easily.

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Second Language Lesser exposure to the U.S. culture and education system Education outcomes start to deteriorate Language deterioration starts Those are least influenced by compulsory education laws

Source: National Institute of Health 2010 Sukanya Bas Vassar College 2016

13 - 16 YEARS OLD have both the highest risks and potentials to overcome social factors when social supports are provided.

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DISCRIMINATION

DEPRESSION Source: Migration Policy Institute 2015

The EFFECTS OF DISCRIMINATION can be widespread and systemic causing children and their families LOWER SELF-ESTEEM and LIFE SATISFACTION.

Discrimination is associated with immigrant families’ depressive symptoms, and experiences of discrimination in school ultimately diminishes children’s educational motivation and achievement.

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60%

42%

of immigrant children experienced DISCRIMINATION from their PEERS

of immigrant children experienced DISCRIMINATION from their TEACHER

Discrimination at Schools More than 60 percent of students have experienced at least one instance of discrimination from their peers. 42 percent have perceived discrimination from their teachers at least once by 4th grade. Approximately, half of the Latino adolescents thought they had been graded unfairly, and about 25 percent reported that their teachers discouraged them from taking part in advanced-level classes and disciplined them wrongly. (Brown 1-4) Some of them suffer from teachersâ&#x20AC;&#x2122; low expectations and stereotypes as trouble makers. Immigrant youth experience ethnic discrimination from teachers 2 or 3 times a year, and minorities in less diverse schools are more likely to face discrimination. When their teachers value diverse classrooms, Latino immigrant students tend to feel less peer discrimination and be more positive. Moreover, valuing childrenâ&#x20AC;&#x2122;s unique spoken languages has better effects than fixing language skills. (Brown 4)

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Discrimination in Neighborhoods Even though there is not data showing how many children have experienced discrimination in neighborhoods, neighborhoods play a significant role in immigrant children’s experiences of discrimination. Not only direct discrimination but also indirect discrimination can affect children negatively. For example, their parents would bring stress from a discriminatory experience from their workplace to home, and then the effect of discrimination can be widespread and systemic causing children’s and their families’ lower self-esteem and life satisfaction. The negative effects include hopelessness, depression, depressive symptoms, and post-traumatic stress disorder. The lower sense of belonging which can be created by discrimination is detrimental to students’ academic outcomes, and Latino students are more likely than others to score lower on academic achievement tests and be held back a grade with lower educational aspirations. (Brown 6-10) Depressive symptoms can be reduced by both social supports and personal motivation. Because personal motivation can reduce both depressive symptoms and anxiety, to increase children’s personal motivation is very useful for children’s emotional health. (Potochnick and Perreira)

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5 Miles

RACIAL PROFILING

LIMITED EXPLORATION

Discrimination in Detroit According to interviews with Hispanic organizations in Detroit, discrimination in Detroit is different from the general discrimination in the United States. This is because Southwest Detroit has been a Latino enclave for almost one hundred years. A large portion of the population in Southwest Detroit is Mexican. In schools in this area, most students are Mexican or other Hispanic origin, so there is not serious discrimination from peers or teachers. However, there is a possibility that teachers from outside of Detroit may discriminate. More serious discrimination happens in other places. Latinos are discriminated against by police due to racial profiling. Even though the racial profiling is illegal, it occurs because the policeâ&#x20AC;&#x2122;s target is illegal immigrants. Therefore, undocumented Latino families have serious limitations to explore Detroit and neighboring cities and usually stay within s 5mile radius. Because of this, many Latino immigrants have already started to leave Mexicantown in Detroit and newcomers do not prefer to stay in Southwest Detroit.

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Features of Latino children

58%

of children live with married parents. 53% of this group have at least one parent who does not speak English very well

52%

of children live in ‘always safe’

25%

of children live with mother only

29%

of children are in food-insecure households; they lack regular and secure access to food

23%

of children live in neighborhoods ‘NEVER safe’

25%

of children share a bedroom with 3 or more family members

Features of Latino teens

66%

of teens say their parents praise them for good behaviors nearly every day

66%

of teens have parents who say they can share ideas or talk about things that really matter

Features of parents

90%

of adults consider being good parents

90%

of parents say college education is extremely or very important

33%

of parents of young children read daily to young children

Source: Child Trends Hispanic Institute 2014

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Other Information from Secondary Research “Latino parents frequently share the goal to have their children develop instrumental competences and to preserve values related to intrapersonal (personalismo) and interpersonal (respeto) skills, family connections (familismo), the expression of affection (cariños) and the value of education (educación)” (Toppelberg and Collins) According to “America’s Hispanic Children: Gaining Ground, Looking Forward”, 58% of Latino children live with married parents (Murphey, Guzman and Torres 13). Half of this group live with at least one parent who cannot speak English very well (18). 25% of Latino children live with their mother only (13). 3 percent of the children live with their father only and another 3 percent live without a parent (13). Almost 30% of Latino children are in food-insecure households, which means that they lack regular and secure access to food (22). Even though half of Latino children live in mostly safe places, a quarter of them live in neighborhoods that are unsafe (10). Considering 1 out of 4 Latino children share a bedroom with 3 or more family members, Latino children are more likely to live in an overcrowded home (11). Latino families have interactive family values. 2 out of 3 teens said that their parents praise them for good behaviors nearly every day (Murphey, Guzman and Torres 13), and another 2 out of 3 teens answered that they have parents that they can share issues that really matter with (15). 90% of Latino adults strive to be good parents (Murphey, Guzman and Torres 13) and think a college education is extremely important for their children’s future (16). 33 percent of Latino parents of young children read to the children daily, but this number is half of white parents (14). Latino children in Kindergarten have well-developed social-emotional skills including self-control, positive interpersonal communication and problem-solving techniques (Murphey, Guzman and Torres 17). However, they tend to not have the necessary skills to make optimal progress in school, such as math, reading science, and writing skills compared to other students (16). Latino children in school are less likely to know the alphabet, numbers, how to write their names, or how to read written words (Murphey, Guzman and Torres 17). They are less likely to participate in early education programs and attend after-school sports but more likely to attend religious services (19). Latino teenagers are more likely to be overweight and obese. They are also ranked the second highest in teen pregnancy (Murphey, Guzman and Torres 23).

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Poverty and Health Insurance Coverage by Length of Time

Ability to speak English by Length of Time

20%

40%

60%

80%

10%

20%

30%

40%

50%

<3 3-4

5-6

4-5

7-8

6-7

9-10 11-12

8-9

13-14

10-11

15-16 17-18

12-13

19-20

14-15

21-22

16-17

23-24 25-26

18-19

27-28

20-21

29-30

22-23

31-32 33-34

24-25

35-36

26-27

37-38 39-40

28-29

41-42

30-31

43-44

32-33

45-46 47-48

34-35

49-50

36-40

51-52

41-45

53-54 55-56

46-50

57-58

51-55

59-60

56-65

61-62

>65

63-64 >64

Only English or Very Well

Well

Not well or at all

Without health Insurance

In or Near Poverty

Poverty

Source: Center for Immigration Studies 2016

ExPeeR

Length of Time in the United States It requires a great deal of time for immigrant families to fully settle in one place. On average, the rate of poverty and those without health insurance starts to decrease from 16 years after they migrated, and English speaking skills start to grow from 20 years after the migration. According to interviews, this is because of Latino parentsâ&#x20AC;&#x2122; hard-working ethic. Because immigrant children are attending schools in the United States, they have more chances to learn English. However, immigrant parents tend to have low paid jobs which do not require both legal status and language proficiency. For this reason, they tend to spend most of their time working and are losing chances to overcome poverty and language issues.

ExPeeR

Migration Support “General improvement in child functioning and adjustment, decrease in depressive symptoms may potentially lead to an increase in academic motivation.” (Elmelid) Because a negative relationship exists between depressive symptoms and academic motivation (Elmelid), it is important to reduce them. Social support from parents, teachers, and peers can buffer the negative effects perceived discrimination (Brown 15). Social support also reduces the odds of depressive symptoms (Potochnick and Perreira). However, children’s anxiety symptoms are not affected by social supports. Only personal motivation reduces the odds of both symptoms of depression and anxiety (Potochnick and Perreira). Therefore, migration support should improve children’s personal motivation. For example, setting goals is a positive way to maintain motivation. The individual will also reduce anxiety levels when performing a similar task in the future (Cheek). Immigrant children’s bicultural adaptation is considered the most successful overall outcome. Being able to communicate in multiple languages would enhance Latino-born children’s capacity to tap into protective resources. In terms of helping language and cultural acquisition and minimizing distress, non-linguistic aspects of bicultural competence may have an important role in Latino-born immigrant children. (Toppelberg and Collins) A psychotherapist specializing in child development at Troy Psychotherapy states that because Latino-born immigrant children have less interaction with their parents, another support which keeps in touch and more frequently interacts with Latino children is necessary.

Cultural Adaptation 70.5 percent of participants think cultural adaptation means embracing American values and lifestyles, and 16.4 percent answered getting a legal status or citizenship. 50.8 percent said that for cultural adaptation, peers or friends play the most important role, followed by family (18.0%) and teachers (11.5%). 83.3 percent answered that a sense of belonging is what they get from these people.

ExPeeR

Who did play the most important role for your cultural adaptation?

Peers/Friends

Family

Teachers

Information from Websites, Books, or Etc.

Organizations, Communities, and/or Government

Others

What did they provide to you?

84.4%

Sense of Belonging 32.8%

Having More Friends

31.3%

Educational Support Empathy

Economic Benefits

Diet Physical Health

23.4%

9.4%

4.7%

ExPeeR

Latino Childrenâ&#x20AC;&#x2122;s Identity

ExPeeR

BILINGUALISM

MULTICULTURALISM

Bilingualism Immigrant children are the dominant dual language learners in the U.S. schools. Immigrant children who have at least one immigrant parent occupied less than a quarter of the total number of students in public school, but they occupied 75 percent of the total foreign-language student population. 76 percent of all immigrant households in the U.S. speak languages other than English at home. This means that children from immigrant families have a higher possibility of English not being their first language (Camarota and Zeigler).

Benefits of Bilingualism Proficiency in first language and second language affects growth in a host of verbal and non-verbal cognitive skills. Language competence predicts other reactions and consequences, such as gratification and impulse delay. Bilingualism has advantages such as metalinguistic awareness, concept formation, creativity and cognitive flexibility. It also has sociocultural advantages because each language has a differential emotional valence. There is not a significant relation between language competence and psychiatric problems (Toppelberg and Collins). Many Latino-born immigrant children are fluent in both English and Spanish. Due to the huge benefits in the future, all Latino organizations interviewed recommended keeping childrenâ&#x20AC;&#x2122;s bilingualism.

ExPeeR

Multiculturalism Bicultural adaptation of minority children and adults is considered to produce the healthiest and most successful overall outcomes (Toppelberg and Collins). Latino organizations agree with the values of keeping Latino culture. They believe that keeping Latino culture helps children learn how to respect another culture which is not American or Latino. Latino immigrant children will become a representative of what America is supposed to be in the future. Parents also want immigrant children to preserve their traditional culture in the United States.

Challenges of Multiculturalism There are some challenges to help children with a multicultural background. Because of their or their parentsâ&#x20AC;&#x2122; immigration, they have trouble with exploring the United States. This limited experience can cause negative effects on immigrant children when they enter high school or college. Latino organizations interviewed feel that Latino-born immigrant children have fewer opportunities than others and Latino children drop out college education frequently.

Limited Access to Latino Culture Bicultural adaptation of minority children and adults is considered to produce the healthiest and most successful overall outcomes (Toppelberg and Collins). Latino organizations agree with the values of keeping Latino culture. They believe that keeping Latino culture helps children learn how to respect another culture which is not American or Latino. Latino immigrant children will become a representative of what America is supposed to be in the future. Parents also want immigrant children to preserve their traditional culture in the United States.

ExPeeR

Latino Family Familism is an important Hispanic value. Latinos tend to have extended families with grandparents, parents, aunts, uncles, and others who are not biological relatives (Carteret). Each family member is willing to sacrifice for the family and other family members. Latinos have made great sacrifices to migrate to the United States in order to provide their children with a better economic, educational and social life (Long). Immigrant children tend to be aware of their parentsâ&#x20AC;&#x2122; sacrifices and support their parents and family in return for their sacrifice. Even though Mexican-heritage families who have lived in the United States longer are likely to have lower level of familism than those who moved recently, but second and third-generation Latino children support familism more strongly than European-American children(Nolle, Gulbas and Kuhlberg). According to interviews with immigrants, children need to understand how their parents sacrifice for them. That is the key for their family to keep healthy. One interviewee reported that understanding parentsâ&#x20AC;&#x2122; sacrifices were helpful for her to endure hardships and to adjust new language and environment, and served as motivation for academic achievement.

ExPeeR

Latino Family’s Story Based on the research, a young Latino family’s migration & resettlement story is written. This Latino family has two children. One is 12 years old, and the other is 3 years old. Before migration, the young Latino family lived in a rural area in Mexico. They experienced poverty and violence, and parents decided to migrate to the United States. The parents moved to the United States leaving their children with their grandparents. The parents found jobs with their siblings’ help. One year later, the parents helped their children cross the border with their grandparents. The father is a construction worker and the mother works on a farm. Even though they work very hard, their earnings are low. They usually work until late at night, so they do not have enough time to interact with their children. They do not own a house, so they move frequently. The parents cannot drop their children off at the school because of their immigration status. Instead, the children use public transportation or transportation offered by the non-profit organization in the city. The children attend a Latino organizations’ after school programs. The older child is not familiar with English, so she is very quiet when she needs to speak English. One day, an uncle was deported because of racial profiling. Because of it, the family has decided to not go out of their neighborhood anymore. Even though children have activities outside of their neighborhood, the parents cannot attend. The older child decides enter a college after her graduation. It is hard for her to seek financial support. After starting college, she has difficulty catching up in a class because of her limited experiences. She is currently considering dropping out of college.

ExPeeR

Competitors

ExPeeR

Facebook & Instagram

Snapchat

Offers:

SOCIAL INTERACTION with friends Real-time chat with friends Information of LOCAL EVENTS and ACTIVITIES

SOCIAL INTERACTION using multimedia messages/ Real-time chat

Strengths:

A number of USERS: 2 billion users(Facebook) and 700 million users(Instagram) over the world/ POPULAR throughout the world CONNECTION between two apps

More than 300 million USERS/ One of the MOST POPULAR apps for teenagers

Weaknesses:

NO ENCOURAGEMENT for real interaction NO SUPPORT to broaden global friendship LIMITED EDUCATIONAL SERVICES for children

LITTLE encouragement for REAL INTERACTION/ NO SUPPORT to broaden GLOBAL FRIENDSHIP/ LIMITED EDUCATIONAL SERVICES for children

ExPeeR

Doongle

YouTube

ASK.fm

Offers:

GLOBAL FRIENDSHIP by posting multimedia messages

VIDEO posting & sharing/ REAL-TIME VIDEO with group chat

Q&A SYSTEM with ANONYMITY

Strengths:

INTERACTION with people from DIFFERENT BACKGROUND/ Translation function

Extremely diverse CONTENTS/ A number of USERS (1.5 billion)/ POPULARITY

A number of USERS: 32 million users Functions to share concerns

Weaknesses:

NO REAL LIFE EXPERIENCE

NO ENCOURAGEMENT for real interaction/ NO service to broaden FRIENDSHIP/ NO SOCIAL INTERACTION with friends

Limited functions to attract teenagers/ NO ENCOURAGEMENT for real interaction

ExPeeR

Analysis

ExPeeR

Factors Which Affect Lower Academic Attainment Depressive symptoms affect immigrant children’s educational achievement and academic attainment. This is because depressive symptoms can reduce children’s sense of belonging in school, educational motivation, and academic achievement. Anxiety can also have effects on children’s academic achievement and attainment. Language proficiency is directly related to both academic achievement and mental health. When children’s experiences are limited, it can negatively affect their college completion. Therefore, we need to reduce children’s depressive symptoms for foreign-born children’s academic achievement and attainment.

Factors Which Cause Mental Disorders Traumatic events before or during migration can cause immigrant children’s depressive symptoms. After migration, they are still exposed to various factors which may negatively affect children’s mental health, such as poverty, economic status, legal status, language, and discrimination. Depressive symptoms are usually affected by legal status, language, and discrimination. Children who experienced of deportation of very close family or lacked attention from parents are more likely to have depressive symptoms. Anxiety are caused by economic and legal status.

Personal Motivation and Social Supports Even though social supports can immediately improve children’s language development, social supports cannot reduce their anxiety. Personal motivation can reduce both anxiety and depressive symptoms. Therefore, social supports need to enhance children’s personal motivation. In addition, Latino children’s college completion will be improved when social supports broaden their experiences in the United States.

ExPeeR

Latino Families’ Identity Bilingualism and multiculturalism are unique features that foreign-born immigrant children have, and preserving Latino culture in the United States is recommended. Familism is a very important value for Latinos. Aware of parents’ sacrifice can increase Latino children’s personal motivation.

Important Age Group Foreign-born children between 13 and 16 years old are the most important population because of risks and possibilities. As stated, there is a relationship between foreign-born children’s arrival age and risks to not adjust a new environment from many factors. To be specific, children who migrated after the age of 12 have risks of both language and education. However, children 16 years old or under 16 years old rarely have risks of language and education when social support and/or personal motivation has been applied. For these reasons, foreign-born immigrant children who moved between 13 and 16 years old need to be considered as the target users in this project.

Opportunity in Market There are many strong social media and apps would be the potential competitors in the market. However, none of these services are not focusing foreign-born immigrant children or teenagers. Most of them do not offer enough educational contents and encourage participation in local activities and/or interaction between peers from different backgrounds. Considering the necessity of harmonious integration of foreign-born immigrant children, this project will have a unique value proposition in the market by enriching their experience in the United States.

ExPeeR

Design Solution

ExPeeR

EXPANDED EXPERIENCE WITH PEERS

ExPeeR

Key Objectives The ultimate goal of Harmonious Integration of Foreign-born Immigrant Children is to provide enriched experiences which help foreign-born teenagersâ&#x20AC;&#x2122; better adaption in the United States. This project will approach to not only foreign-born immigrant teenagers, but also native-born teenagers because good adaptation cannot be achieved without enough exploration in the society and interaction with non-immigrant population. To achieve this ultimate goal, there are three ways that this project need to focus: 1. The design solution would offer diverse information and support for foreign-born immigrant teenagers to participate in local activities. 2. The design solution would encourage exchange of cultural experiences by enhancing interaction between peers from different backgrounds. 3. The design solution would create more opportunities for friendships between teenagers from different cultures.

ExPeeR Offers: 1. Exposure to diverse local activities and events and encouragement of participation 2. Experience exchange between different cultural backgrounds 3. More opportunities to build new friendships

ExPeeR

EXPANDED EXPERIENCE WITH PEERS

The meaning of ExPeeR is expanded experience with peers. This name has been created to have similar pronunciation with the original meaning, â&#x20AC;&#x2DC;expanded experience with peers, and repeat letters which are used the most in the words. The logo is designed to emphasize the expansion using letter X. These two colors have been chosen based on the result of the user test with Latino teenagers in which they prefer complementary colors because this color composition reduces confusion in user interface.

ExPeeR

Non-Immigrant Teenagers

Immigrant Teenagers

13-16 years old

Goal: BETTER UNDERSTANDING and EMPATHY of FOREIGN CULTURE

Goal: BETTER ADAPTATION and VARIOUS EXPERIENCES in the U.S. society

Motivation: SUPPORTS which help teenagers to participate in LOCAL ACTIVITIES and EVENTS and COMPENSATION from LOCAL ACTIVITY PARTICIPATION and INTERACTION with others

Motivation: A SAFE PLACE to share CONCERNS and MAKE NEW FRIENDS, SUPPORTS for LOCAL ACTIVITY PARTICIPATION, and COMPENSATION from LOCAL ACTIVITY PARTICIPATION and INTERACTION with others

ExPeeR

Sharing Concerns Anonymously

Existing Usersâ&#x20AC;&#x2122; Welcome Message

Making New Friends from Different Cultures

Talking about Interesting Topics

Planning Activities and Inviting Friends

WELCOME

Getting Compensation Based on Achievement

Achieving Goals and Benefits

Welcoming New Users

ExPeeR

Registration: By putting information such as language, cultural background, nickname, role model, and basic personal information a user starts to use Expeer. Welcome message: Mainly, ExPeeR has this process. After a user signs in the app, he or she will receive a message from an existing user. In this time, they will talk anonymously, and the new user will get a chance to get to know what is going on this app by talking to peers through sending messages. This is the first step of making new friends in ExPeeR. Talking with other users: ExPeeR provides a place where users can post their favorite topics and concerns authentically or anonymously. Making friends: with the previous process, users will have new friends who do not live in the enclave, so that they will have more various friends with more diverse backgrounds. Planning activities and inviting friends to the activities: Expeers provide information of local events and recommend with supports and incentives. Users will plan activities and share information with their friends. They also share their coupons and tickets that they have in their inventories with their friends. Those things will help them to encourage them to explore the U.S. and have the deeper friendship with friends. Welcoming other users: When users get familiar with the app, they start to welcome newcomers. Welcoming newcomers is also beneficial for existing users because it is a challenge which gives them incentives. Achieving goals and benefits and getting compensated: All of this process will encourage users to make new friends, share concerns, have fun with their favorite topics, and explore the U.S. Based on their achievement, users will get compensated, and compensation will include scholarship for educational programs and free membership opportunities from their local non-profit organizations and museums.

ExPeeR

Auxiliary

12:00 PM

Anonymity

12:00 PM

Anonymous

ALL

12:00 PM

Search Sea

ALL

TV DRAMA

Anonymous

Gossip Girl/ TV Drama

Melinlala

Anonymous Anon nonymou mous

ALL

TV DRAMA

TV DRAMA AMA AM A

Gossip Girl/ TV Drama Melinlala

MEXICAN ODALIE

Does Blair Belong with Chuck or Nate? LIKE

Location: Detroit

Does B Blair Belong with th Chuck or Nate? SHARE

LIKE LIK

Detroit / Concerns

Mexican Odalie

Does Blair Belong with Points Chuck or Nate? SHARE

Posts

2309

My Quests

Activities

Coupons 2

Detroit / Concerns Mexican Odalie

Heyy g gu guys, y , I need your h elp! help! SHARE

LIKE LIK KE

Hey guys, I need Favorite Topics your help! SHARE

LIKE Movie & drama

Post

Gossip Girl/ TV Drama

Johnny

Create Post Event

Social

Message

Quests Inventory

My Inventory

Heyy guys, g y , I need your help!

SHARE HARE

Log Out

2 Video game

Sports

Gossip Girl/ TV Drama Johnny

SHARE HARE

ExPeeR

Home

(Check Post)

Event

Create Post

Message

Friends & Group Inventory

Quests

ExPeeR basically offers three kinds of functions. The first function is connection between users to broaden their friendship. The second function is to offer places to talk about topics that teenage users are interested in and to share concerns anonymously. The third function is to provide information about local events and activities based on each user’s location information with a variety of supports which would motivate users to participate. For this purpose, there are four main functions: Activity offers information about local events and programs with motivations. In this function, supports and incentives for activity participation will be shown and it is expected that this would encourage teenagers to participate in and create more activities and reduce users’ lack of experience in the United States. In Post, users will talk about their favorite topics, such as movies, TV dramas, sports, and others. They can also share their concerns and find answers anonymously. Normal users can share local event information using Post. This function will increase users’ level of involvement in the app. Friend shows the users’ friend list. With Message, users can talk to other users and share their coupons and local event information. The first conversation through Message will be the first step to learn a new language including not only English but also other languages and various cultures. These are also auxiliary functions which increase the usability of the main functions: Quests shows users’ challenges in order to encourage them to have activities. For example, when users welcome newcomers by talking or becoming friends, they would receive coupons. Coupons and free tickets from Quests and activity participation will be stored in their Inventory. Users will collect and share discount coupons and free tickets with their friends with this function. Users can use Anonymous Mode anytime they want. Anonymous Mode is designed to protect teenage users in the cyberspace and encourage emotional communication. It is expected that this function would help teenagers to be open-minded to share their concerns.

ExPeeR

START OF EXPEER

Personal Identification Personal identification is the first step for users to sign up for ExPeeR. Users have to put their phone number, and they will get a verification code through their SMS. Without the personal identification, users cannot enjoy ExPeeR. This is because the personal identification is one of the most effective way to manage online and offline safety. Even though there are many functions which can be used anonymously, users are required to pass this step to enjoy ExPeeR.

ExPeeR

REGISTERING

Culture Score and Language Score By interacting with other users, users can develop their Culture Score and Language Score that users set up the first time they use the app. To be specific, when user interact with another user from a different background, the user can improve his or her culture score. For example, when a user from Mexican culture interacts with another user from Korea, the Mexican user can improve his Korean culture score. Language also works in the same way. Based on what language users have used when they are posting and sending messages, usersâ&#x20AC;&#x2122; language scores can be enhanced. By participating in language programs, users can also improve their language score. This function would provide another motivation and incentive that motivate users to make new friends and interact with them.

ExPeeR

CONNECTING WITH TEACHER AND PARENT

Teacher Authorization Teachers who can manage teenage usersâ&#x20AC;&#x2122; activities are authorized by ExPeeR. All teachers must be from schools and educational organizations, and these organizations will be ExPeeRâ&#x20AC;&#x2122;s partner. This is because educational organizations for immigrant children usually have good relationships with not only children but also with their parents. They are also good at both English and a foreign language, such as Spanish. Additionally, they have connection with other educational organizations and other organizations which specialize in different things, such as settlement, legal issues, and job searching. They have abilities to solve various issues and problems when users are in trouble.

ExPeeR

Function

Availability

See and comment on posts

Available without connection with a parent and/or teacher

Create posts

Available without connection with a parent and/or teacher

Event information

NOT available without connection with a parent and teacher

Event participation

NOT available without connection with a parent and teacher

Supports and incentives to encourage event participation

NOT available without connection with a parent and teacher

Coupon-sharing

NOT available without connection with a parent and teacher

Parent Authorization Users also have to connect with one of their parents. Without parents’ authorization, users cannot enjoy functions related to events including sharing and using coupons, checking event information, participating in events, and getting rewards. After parents’ authorization, parents will get children’s information, such as their decisions to participate in events and their location information when they are participating in events through SMS. Text messages are provided in two languages based on their preferences. Differently from teachers, parents do not have to sign up for ExPeeR.

ExPeeR

Hi, do you like graffiti? Detroit Graffiti shares nice pictures of graffiti and visits places. How about exploring our group? BEING WELCOMED BY USERS

Group System Group system based on interests and location will motivate the user to make and interact with new friends: Users can create groups based on what they are interested in or where they live. For example, users living in Detroit would be involved in Detroit group at first. User can also be members of a topic that they are interested in. Each group will be managed by ambassadors who would be in charge of managing a group and other members. Groups will create and participate in activities and group members would be invited to and motivated to participate in activities.

ExPeeR

Hey guys, I have a concern about my boyfriend!

I love this Song!

My uncle is arrested. What can I do? CHATTING ABOUT INTERESTING TOPICS

SHARING CONCERNS

ExPeeR

Art

Dancing Graffiti

Movie & drama Gossip Girl

Music

Sports

Video game

Pop

Step Up

Topic The parent category includes 6 topics, art, dancing, movie and TV dramas, music, sports, and video games, and the number of topics is managed by ExPeeR. Each topic also has many subcategories, and they are created and managed by users unlike the parent category.

ExPeeR

What about going to Cycling Detroit? We will get restaurant coupons from the event. It will be fun!

I’d like to, but I don’t have a bike

No worries! I have a discount coupon to rent a bike!

I’d like to, but I don’t have a bike

PLANNING PARTICIPATION IN AN ACTIVITY

SHARING COUPONS

ExPeeR

I will participate in this event!

Let me see...

PARTICIPATING IN AN ACTIVITY

DECIDING TO PARTICIPATE

Activity Support and Incentives Activity support helps users participate in activities, such as transportation ticket and discount coupon. With this support, teenagers would access events and activities with lower costs. Incentives are compensations for usersâ&#x20AC;&#x2122; activity participation. Every time users participate in local events or activities, they would get incentives such as coupons for local restaurants and markets, exhibition free tickets, and promotion codes for free movies and TV dramas.

ExPeeR

MAKING NEW FRIENDS AND RATE AN EVENT

Event Assessment Event assessment is conducted by teenage users, parents, and partners. Teenage users rate events and activities that they participated in. Parents can also participate in local events and activities and rate if they want. Parents’ assessment will be conducted through the website. Partners including teenage users’ teachers will have a minimum number of local activities that they have to monitor local activities in person. Based on these three assessment, each organization will have its own scores and this information will be shown on event information and shared with teenage users’ parents through text messages.

ExPeeR

COMPLETING QUESTS

GETTING INCENTIVES

GETTING SCORES

Quests Quests is designed for users’ action in the virtual space. Quests shows users’ challenges in order to encourage them to have activities. When a user completes a mission in the quests, he or she would get compensated. For example, when a user welcomes a newcomer by having a conversation, becoming friends, or inviting to a group, this user will receive coupons. Coupons and free tickets are included as compensation, and they will be stored in users‘ Inventory.

832

100%

20%

Korean

1535

American

70%

American

90%

Korean

American

100%

American

50% Mexican

1363

Mexican

American

ExPeeR

2309

935

90% 100%

40%

30%

ExPeeR

ACTIVITY SUPPORT Posting, Activity Participation, and Quest Completion

Public Transportation Free Exhibition Ticket Event Information

QUESTS & REWARDS Scholarships for Educational Programs

Activity Participation

Promotion Codes for Free Movie & Drama Coupon for Local Restaurants

ACTIVITY INCENTIVES

Museum Membership

Coupon for Local Restaurants

Additional Credits

Promotion Codes for Free Movie & Drama

Rewards Rewards are the ultimate compensation. Scholarships for educational programs, museum membership, and additional credits in school are included. Rewards are distributed based on each userâ&#x20AC;&#x2122;s achievement. Achievement would consist of activity participation, quest completion, multimedia message posting, and comments on posts.

ExPeeR

Incentive & Rewards

Events & Activities

Credits

Public 23 Transportation

Incentives & Rewards

ENTERTAINMENT

EDUCATIONAL ORGANIZATION

MUSEUM

SCHOOL

PUBLIC TRANSPORTATION

LOCAL FOOD

ExPeeR

Partnership Based on the list of stakeholders, partners who have potentials to help ExPeeR to be widely known to the public, attract both immigrant and non-immigrant teenagers’ interest, and motivate them to use ExPeeR continuously have been included in this partnership Entertainment companies such as Netflix: They will offer interesting TV drama and movie topics for teenagers’ posts. They are necessary to offer incentives which encourage teenagers’ participation and achievement. They would get two benefits from ExPeeR: They will get to know teenagers’ opinions and preference about their films. Additionally, they will have opportunities to make teenagers’ loyalty toward their brand and create society-beneficial brand images. Museums and non-profit educational organizations: They will offer information about local events, activities, and exhibitions. They would also offer free membership or scholarships to children with good achievement. By offering these things to users in ExPeeR, they would get better public awareness which is the most important motivation for them. Public transportation businesses: They will offer discount coupon and/or free tickets for teenagers to visit events more easily. Private businesses would get better reputation about social responsibility, and public businesses would help teenagers have better familiarity toward their services. Considering characteristics of public transportation, the number of users would not drastically affect their expenses. Schools are also considered to be involved in this partnership. When students can get additional credits through ExPeeR activities, there would be various incentives and rewards which encourage users to enjoy the app actively. Immigrant-friendly schools would have better quality of curriculum with ExPeeR and students’ better achievement.

ExPeeR

Before

Beginning

Gets to know ExPeeR

Teenager

Installs

Start of ExPeeR

Registration

Promotion

Registers

Puts Personal Information

Sets Role Model & Interesting Topics

Searches for a Teacher

Connects with Parents

Receives Welcome Message

Post

Creates Post

Reads and Comments on Posts

Conversation with Users

Converses with Users

Gets to know ExPeeR and Accepts the Child to Use

Get to know ExPeeR

Parent

Has Online Connection between the Parent and Teacher Introduces ExPeeR to her students

Accepts

Teacher

Creates Topics

Checks Usersâ&#x20AC;&#x2122; Opinions

Partner

Activates the Account and Create Connection between Parent and Teacher

ExPeeR

Filters Posts and Gives Warning to Bad Users

In the App

ExPeeR

During

After

Making New Information about Event and Support for Event Participation Friends

Converses with Users

Gets Information about Events

Decides to Participate in an Event

After Event Participation

Event Participation

On the way to the Event

Arrives at the event

Has Fun in the Event

Rates the Event

Makes New Friends

Rewards

Gets Scores

Goals

Gets Rewards

Participates in the Event

Gets Information about Event

Gets the Child’s Location Information

Achieves Goals

Monitors Event

Posts Information about Events

Rates the Event

Provides Rewards

Provides Support

Updates Users’ Achievement Scores

Updates Updates Users’ Organization Achievement 4Score Scores

Scores Achievement and Compensates Based on Score

In the App

Outside of the App

Safety Policy

Motivation Strategy

ExPeeR

Type of Stakeholder Teenage Users

Roles to Make ExPeeR Safe Reporting bad users and posts Rating events and activities after the participation

Parents

Monitoring events and activities when they want Checking their children’s location and event information

Teachers

Monitoring events and activities Checking their students’ location and event information

Partners

Monitoring events and activities Monitoring bad users and posts online

ExPeeR

Monitoring bad users and posts online Collecting and reflecting on all stakeholders’ feedback

Safety Policy Because ExPeeR is a complex place which offers both virtual and real experiences to immigrant and non-immigrant teenagers, a safety policy which holistically deals with their demographics such as immigration status, economic status, and their age is necessary. For this reason, ExPeeR’s safety policy has been designed with a reference to services such as PayPal and ASK.fm. The safety policy will protect teenage users from various problem, such as cyberbullying, bullying in events and activities, sexual predators, and drugs. Safety in ExPeeR will be achieved by all stakeholders’ efforts including teenage users, their parents and teachers, partners, and ExPeeR.

ExPeeR

User

Ac New Connection

Parents

Teacher

The connection with a parent and a teacher will create a new relationship between them which will be useful when a teenage user encounters an emergency situation.

ExPeeR

Anonymous

Anonymous Mode

Identified Mode

Post

Create Post

Friend

Share Coupon

Friend Profile

User Profile Organize and Post Event

+FGPVKĆ&#x201A;GF

O Only authorized organizations can organize and post events

Participate in Event

Message

O O

Group

Function Availability Even though anonymity in ExPeeR is designed to protect users, it was also necessary to consider negative effects of anonymity. For this reason, functions have been divided into two types, functions which can be used anonymously and functions which can never be used anonymously. To be specific, users can create and comment on posts either anonymously or openly, but they cannot post event information anonymously. Users can check information about local events anonymously. However, the most important thing is that even though there are many functions which can be used anonymously, this anonymity is only between users. Users are not anonymous to ExPeeR.

ExPeeR

Ide

fie

nti

ifie

Ide Anonymous

User 1

User

Post Monitoring All online contents including posts, comments, and event information will be monitored 24/7. There are three essential steps which monitor online contents proactively. First, a wordfilter which automatically scans usersâ&#x20AC;&#x2122; posts, comments, and messages will change or remove bad language. Second, partners will participate in monitoring posts. They will monitor posts and report bad users and posts while checking the public opinions about their services such as movies and TV dramas. Third, ExPeeR will monitor all contents by itself.

ExPeeR

Report Cyber harassment is an issue easily expected to happen in the virtual space, and this will be regulated by the report system. All users have the right to report users who harassed virtually or in person. After verification, users with bad history will be not only banned but also accused of a crime when the level of his or her harassment is too serious. This report system also affect usersâ&#x20AC;&#x2122; achievement score. Users with bad history in messaging and/or posting will not get compensation and benefits on their achievement. Racism and sexual harassment in the virtual space will also be dealt in this scope. Because users who have reported cyberbullying have contributed online safety, they will receive activity scores based on the number of report. The scores reflect only verified reports, and wrong or false reports will not be counted.

Block Block is a function to prevent a user without ExPeeRâ&#x20AC;&#x2122;s verification while report system is to punish users who cyberbullied. Block does not include any kinds of punishment, but it removes all the connection between two users when one user block the other. After you block a user, you will not see anything related the user you block including this userâ&#x20AC;&#x2122;s posts, messages, comments, and profile.

ExPeeR

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ExPeeR

User

en t an Par d L tic oc ipa ati tio on n,

n tio ipa tic on ar ati t P Loc en Ev and

Parents

Teacher

Teenage Users’ Event Participation For teenage users’ safety in local events and activities, information including their location and decision of event participation will be sent to their parents and teachers. First, when a user clicks ‘Going’ on an event information page, event information including date, location, safety level, and event organizer’s information is sent to both parents and teachers with a link. Second, when a user is going to or participating in events, their location information is also sent to his or her parent and teacher, so that they can check on the user’s safety anytime. Parents and teachers can also participate to monitor events, and they will have chances to give feedback to ExPeeR and event organizers.

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ExPeeR

Help for Teenage Users Teenage users can ask for help through ExPeeR when they are exposed to dangers. With one click, teenage users can let their parents and teachers know that they are in an emergency situation. ExPeeR also informs users of how to reach local events that they are going to and answers usersâ&#x20AC;&#x2122; questions in real time. Telephone counseling is also open to users.

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ExPeeR

User

Parents

Teacher

ExPeeR

Local Organizations

Other Partners

In Emergency Situation ExPeeR plays a leading role in emergency situations. Connection among teenage users, parents, and teachers is created by ExPeeR in order to prepare for emergency situations. This is because many foreign-born immigrant childrenâ&#x20AC;&#x2122;s parents do not have authorized legal status, so it can be very difficult for them to appropriately deal with various issues, such as legal issues, by themselves. For this reason, ExPeeR encourages new connections with other professionals and organizations. Based on usersâ&#x20AC;&#x2122; location, ExPeeR will find and suggest non-profit lawyers or professionals from the partnership. Teachers and educational organizations would also have connection with other organizations in local areas. This connection in ExPeeR will help to deal with emergency situations holistically by using all available resources.

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ExPeeR Pre Sign-in

Welcome Page

Node 1 / Local Navigation

Node 2

New Posts

Posts New Posts

Post

Image

Topics

Text

Poster

Comment

Username Password

Events

This Week

Event

Upcoming

Upcoming Event

Create Post

Messages

Topic

Role Model

Message

Category (Post or Event)

Nickname

Image or Video

Birthday

Comments

Date

Language

Comment

Post

Email Password Cancel

Search Result

Messages

Post

Comments

User

Delete

Event Group

Preferred Topic Choose Topics

Connect with Teacher Connect with Parent

Search Text

Friends

See Result

Home Page

Social Friends

+FGPVKĆ&#x201A;GF

Culture Language Add Friend

Report Block

Description Address Number of Participants

Friends Participating Supports & Incentives

Poster Comment Share Like

Message

Going

Delete

Invite Friends

Auxiliary

Group

Change Profile

Message Recipient Text Keypad

Profile Change

Location

Posts

Activity Points

Role Model

Events

Favorite Topics

Nickname

Create Post

My Quests

Favorite Topics

Inbox

My Inventory

Setting & Privacy

Social

Help & Support

Auxiliary

Role Model

Groups

Personal Info. or

User Profile

Friend (Profile)

Groups Main Tap Bar

Message

Event Information

Inbox

Send Message

Text

Culture

Nick Name

Title

Anonymous

Node 3

Post

Send

Group Information Description Number of Members

Members

Personal Info. Picture

Log Out

Name Birthday Culture Language Email Password

Note

Change

Page

Group Chat Like Delete

Friend Profile Role Model Name Nick Name Culture Language Send Message

Content

My Quests

Action on Page

Share Coupon

Quest

Link

Coupon List

Text Input

My Inventory Coupon List

Action

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Coupon

My Friends Friend

ExPeeR

A1.1 Log in

A1.1.1 Personal Info.

A1.1.2 Culture

A1.1.3 Language

12:00 PM

A1.1.4 2TQƂNG

A1.1.5 Change Photo

12:00 PM

ROLE MODEL

Find a celebrity Browse

LANGUAGE

CULTURE

All Friends’ role models

First Language

My culture Change Photo EXPANDED EXPERIENCE WITH PEERS

Nick Name

Mexican Odalil

USERNAME

Location

Detroit

PASSWORD

Birthday

Jun. 2003

Culture

Language

Do you need log in help?

Password

Nick Name

Browse

#Topic

Spanish & English

xxxxxxx / xxxx

#Topic

How can I increase my language scores?

CHANGE

#Topic

XXXXX

CHANGE

xxxxxx / xxxx

CANCEL

J******@***.***

CANCEL

Find Results More...

Change password

SAVE

A1.1.7 Connect with Teacher

A1.1.8 Teacher Code

12:00 PM

I have my teacher’s code

Teacher Name Teacher Name

A1.2 Welcome Message

12:00 PM

SAVE

Please let us know your parent’s phone number, You will be able to enjoy ExPeeR when your parent allows.

In Schools

Organization

A1.1.9 Connect with Parent

PARENT’S PHONE

Find Your Teacher

All Friends’ favorite topics

XXXXX

What topics are you interested in?

How can I increase my culture scores?

Mexican & American

12:00 PM

Find a topic

xxxxxx / xxxxx

Change Photo

A1.1.6 Topic

XXXXX

Info. xxxxxxxxx

Second Language

TEACHER CODE

Language preference Language

Language

Organization

PUT YOUR TEACHER’S CODE

In Organizations

Teacher Name

United States

0QVKƂECVKQP

A user wants to welcome you. Do you want to talk to this user? Yes

This code is not valid

Organization

Teacher Name

PARENT'S PHONE NUMBER

SAVE

Organization

SAVE

Teacher Name Organization

;QW ECPPQV ƂPF [QWT VGCEJGT!

Registration is the first step when user starts ExPeeR. By putting personal information such as language, cultural backgrounds, and email address, users can sign up. After putting personal information, users will set role model and topics that they are interested in. The role model will work for their anonymous mode in ExPeeR.

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E1.1 B1

ExPeeR

B1.1

New Posts

Topic

Post

B1/i H1

G1 12:00 PM

12:00 PM

Anonymous

All

Topic 1

All

Topic 1

Anonymous

Topic

Nickname

Post Title

Title: LIKE

Text

Topic

Nickname

Poster: LIKE

Post Title

H1.5

SEND

D1 C1

F1 E1

B1.2.1

B1.2.2

7UGT 2TQƂNG

12:00 PM

Anonymous

Name:

Nickname Culture Name:

Name:

Nickname

Culture

Culture Languages

Share Languages

Languages

MESSAGE

ADD

E1.1

Report Block Cancel

Favorite Topics

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ExPeeR

This Week

C1.1

Upcoming

Event Information 12:00 PM

EVENT TITLE

12:00 PM

Anonymous

This Week

Upcoming

Search This Week

EVENT TITLE

Anonymous

Upcoming

Topic

Nickname

Event Name

Anonymous

Title GOING

Time & Location Support & Incentives

Title LIKE

Topic

Nickname

Event Name

Anonymous

12:00 PM

GOING

Participants Number of Participants

Time & Location Support & Incentives

H1.5 LIKE

Participants Number of Participants

Poster Userâ&#x20AC;&#x2122;s Nickname

H1.5

B1.2.1

SEND

Events shows information of local events and activities. The first tap, This Week, shows events which will happen within 7 days. The second tap, Upcoming, shows events that your friends or groups invited you to, users are planning to attend, and they are interested in. When users click an event, users can see detailed information about the event. Users can check how many users would participate in the event, how many friends and who is going to participate in the event, and what supports and incentives are included in the event.

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ExPeeR

D1.1

Create Post

Create Post/ Event

D1 12:00 PM

12:00 PM

Anonymous

Post

Choose a topic

Title

Text

Date & Time: May. 10. 2018

Anonymous

Event

Post

Event

Choose a topic

Date & Time: May. 10. 2018

Invite friends

POST

Using Create Post, users can post multimedia messages and local event information. Through this function, users can share opinions about topics that they are interested in and concerns anonymously.

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ExPeeR

E1.1

E1.2

Message

Messages

Message

Comments

E1 12:00 PM

12:00 PM

Messages

Anonymous

Comments

MESSAGE

12:00 PM

MESSAGE

Anonymous

Anonymous Nick name

Anonymous

Anonymous Nick name

Search Messages

Anonymous

Comments

This Week

This Week Nickname

Nickname

Date

Nickname

Date

B1.1

Text

Nickname

Date

Text

SEND Last Week

Last Week Nickname

1 2 3 4 5 6 7 8 9 0

Date

Text

Q W E R T Y U I O P

SEND

Nickname

Text

A S D F G H J K L Z X C V B N M 123

Using Message, users can check messages from other users and comments on their posts.

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Date

ExPeeR

F1.1

Friends

12:00 PM

(TKGPF 2TQƂNG

12:00 PM

FRIEND PROFILE

Anonymous

Friends

F1.2

(TKGPF 2TQƂNG

USER PROFILE

Groups

Friend Name

Name

E1.1

Friend Name

MESSAGE

Nickname MESSAGE

Friend Name

Nickname

E1.1

Name

H1.5

Name

COUPON

Nickname

Favorite Topics

MESSAGE

COUPON

Favorite Topics

COUPON

Favorite Topics

Culture

Friend Name

Culture

REPORT Languages

BLOCK

Add

CANCEL

F2.1

F2.2

Groups

Group Information

12:00 PM

Search Friends

Anonymous

GROUP INFORMATION

Groups

12:00 PM

GROUP INFORMATION

Group Name

Group Name Group Name

Group Name

JOIN GROUP

Group Name JOIN GROUP

Description

Description of Group

Group Members Number of Members

H1.5

Social shows not only users’ friend list but also group list that they are involved in. Using Friends tap, users can see their friends’ profile, send messages, and share coupons with them. Users can also delete a friend in their friend list. Groups also works in the same way.

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ExPeeR

G1.1

Search Result

12:00 PM

Anonymous

Browse

All

All Post Post Title - Post Content

Anonymous

B1.1

Post Title - Post Content User User Nickname - Cultural Background

B1.2.2

User Nickname - Cultural Background Event Event - Location

C1.1

Event - Location Group Group Name - Topic

F2.2

Group Name - Topic

Using Search, users can find all the data in ExPeeR including event information, users, groups, and topics.

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ExPeeR

H1.1

Auxiliary

Personal Info.

12:00 PM

H1.2

2TQƂNG %JCPIG

12:00 PM

ROLE MODEL

Nickname Location:

Change Photo

Points

Nick Name

Posts

Activities

Coupons

My Quests

Location

Dxxx

Birthday

Jun. xxx

Culture

My Inventory

Mexican & American

Language

Favorite Topics

H1.4

Today

H1.5

My Friends

12:00 PM

MY INVENTORY

Anonymous

#Topic

SAVE

My Friends

12:00 PM

MY QUESTS

#Topic #Topic

Change password

CHANGE

A1.1

H1.3

Change Photo

What topics are you interested in?

J******@***.***

Password

My Quests

Info. xxxxxxxxx

Spanish & English

Log Out

Nick Name

Name

Anonymous

MY FRIENDS

This Week

Friend Name

Quest

Coupon

Compensation

Expiration date

Quest

Coupon

Compensation

Expiration date

Friend Name

This Week

Friend Name

Next Week

Friend Name

Quest

Coupon

Compensation

Expiration date

Quest

Coupon

Compensation

Expiration date

Friend Name

Auxiliary Function shows users’ achievement scores with post score, activity score, and the number of coupon that users have. Users can check their Quests and Inventory where users’ coupons are stored. Users can also update their profile and personal information including topics they are interested in and change settings.

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Restatement of the Final Analysis This thesis, Harmonious Integration of Foreign-born Immigrant Children into U.S. Society is designed to provide enriched experiences which help foreign-born teenagers’ better adaption in the United States. Latino-born immigrant children who occupy the largest number of foreign-born immigrant children in the United States have more risks of mental disorders and lower academic attainment than other children. Not only before and during migration but also after migration, they are exposed to various factors which have negative effects on Latino families’ adaptation and their children’s development, such as poverty, economic status, social status, language, and discrimination. When foreign-born immigrant children are not well developed and integrated into society, the negative effects can spread to their second and third-generation children (Potochnick and Perreira). For this reason, it is necessary to offer enriched experiences for their better adaptation. In this thesis, a mobile application, ExPeeR has been designed with an immigrant-centric perspective. ExPeeR will help not only foreign-born immigrant teenagers but also native-born teenagers to share their concerns with peers, get help from professionals from various organizations, participate in local events and activities, and interact with peers from various backgrounds. It is expected that ExPeeR will: 1. Offer diverse information and support for foreign-born immigrant teenagers to participate in local activities. 2. Encourage the exchange of cultural experiences by enhancing interaction between peers from different backgrounds. 3. Create more opportunities for friendships between teenagers from different cultures. 4. Create a safe place where both immigrant and non-immigrant teenagers share their concerns and have conversations about what they are interested in. 5. Enhance foreign-born immigrant families’ safety in the United States.

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ExPeeR

Non-Immigrant Teenagers

Immigrant Teenagers

13-16 years old

Benefits: More ENRICHED EXPERIENCES in the United States

New FRIENDS from more VARIOUS BACKGROUNDS

New FRIENDS from more DIVERSE BACKGROUNDS BEYOND FIVE MILE RADIUS from their neighborhood

Chances to EXCHANGE their CULTURAL EXPERIENCES and learn about IMMIGRANT CULTURES

Chances to EXCHANGE their CULTURAL EXPERIENCES and learn AMERICAN CULTURE

A virtual place where they can share their CONCERNS and get ADVICE

A SAFE PLACE where they can share their CONCERNS and get ADVICE SAFER ENVIRONMENT which is created by connection with teachers, organizations, and ExPeeR

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Bibliography ASK.fm. About ASK.fm. n.d. 17 03 2018. <https://about.ask.fm/about/>. Aslam, Salman. Snapchat by the Numbers (2018): Stats, Demographics & Fun Facts. 22 1 2017. 17 3 2018. <https://www.omnicoreagency.com/snapchat-statistics/>. Basu, Sukanya. "Age-of-Arrival Effects on the Education of Immigrant Children: A Sibling Study." 2016. BBC. Why do people migrate? n.d. 16 November 2017. <http://www.bbc.co.uk/schools/gcsebitesize/geography/migration/migration_trends_rev2.shtml>. Brown, Christia Spears. "The Educational, Psychological, and Social Impact of Discrimination on the Immigrant Child." 2016. Camarota, Steven A and Karen Zeigler. "Immigrants in the United States A profile of the foreign-born using 2014 and 2015 Census Bureau data." 2016. Carteret, Marcia. Cultural Values of Latino Patients and Families. 22 March 2011. 18 November 2017. <http://www.dimensionsofculture.com/2011/03/cultural-values-of-latino-patients-and-families/>. Census Bureau. "Foreign-Born: 2014 Current Population Survey Detailed Tables." 23 August 2017. Census.gov. 18 November 2017. <https://www.census.gov/data/tables/2014/demo/foreign-born/cps-2014.html>. Cheek, Emily. The Relationship Between Motivation, Self- Confidence and Anxiety. n.d. 19 November 2017. <http://believeperform.com/performance/the-relationship-between-motivation-self-confidence-and-anxiety/ >. Child Trends Data Bank. "Immigrant Children." 2014. Constine, Josh. Facebook now has 2 billion monthly usersâ&#x20AC;Ś and responsibility. 27 07 2017. 16 03 2018. <https://techcrunch.com/2017/06/27/facebook-2-billion-users/>. Doongle Corp. Doongle - Where your global journey begins - Apps on Google Play. n.d. 16 03 2018. <https://play.google.com/store/apps/details?id=com.tfreetalk.android.apps.epenpal>. Elmelid, Andrea. "Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?" 2014. Ives, Aysha. The Connection Between Poverty And Mental Health. 2015 August 2015. 18 November 2017. <http://inpathybulletin.com/the-connection-between-poverty-and-mental-health/>. Joo, Nathan and Richard V Reeves. How upwardly mobile are Hispanic children? Depends how you look at it. 10 November 2015. 16 November 2017. <https://www.brookings.edu/blog/social-mobility-memos/2015/11/10/how-upwardly-mobile-are-hispanicchildren-depends-how-you-look-at-it/>.

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Long, Lester. THE LATINO COMMUNITY: THE CULTURE, VALUES AND BEHAVIORS . 5 April 2013. 18 November 2017. <https://psychsocialissues.com/2013/04/05/the-latino-community-the-culture-values-and-behaviors/>. Murphey, David, Lina Guzman and Alicia Torres. "Americaâ&#x20AC;&#x2122;s Hispanic Children: Gaining Ground, Looking Forward." 2014. Nolle, Allyson P., et al. "Sacrifice for the Sake of the Family: Expressions of Familism by Latina Teens in the Context of Suicide." The American journal of orthopsychiatry, 2013. OECD. "Migration Policy Debates." OECD, 2014. Passel, Jeffrey S., Dâ&#x20AC;&#x2122;vera Cohn and Jens Manuel Krogst. As Growth Stalls, Unauthorized Immigrant Population Becomes More Settled. 3 September 2014. 17 November 2017. <http://www.pewhispanic.org/2014/09/03/as-growth-stalls-unauthorized-immigrant-population-becomes-more-settled/>. Perreira, Krista M. and India Ornelas. "Painful Passages: Traumatic Experiences and Post-Traumatic Stress among Immigrant Latino Adolescents and Their Primary Caregivers." The International migration review. 2017. Pew Research Center. 73% of Teens Have Access to a Smartphone; 15% Have Only a Basic Phone. 15 04 2015. 18 03 2018. <http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/pi_2015-04-09_teensandtech_06/>. Pew Research. Modern Immigration Wave Brings 59 Million to U.S., Driving Population Growth and Change Through 2065. 28 September 2015. 16 November 2017. <http://www.pewhispanic.org/2015/09/28/modern-immigration-wave-brings-59-million-to-u-s-driving-population-growth-and-change-through-2065/>. Potochnick, Stephanie R. and Krista M. Perreira. "Depression and Anxiety among First-Generation Immigrant Latino Youth: Key Correlates and Implications for Future Research." The Journal of nervous and mental disease, 2017. Rosenblum, Marc R. and Ariel G. Ruiz Soto. "An Analysis of Unauthorized Immigrants in the United States by Country and Region of Birth." 2015. Toppelberg, Claudio O. and Brian A. Collins. "Language, Culture, and Adaptation in Immigrant Children." Judge Baker Children's Center, 2010. Ultimate Visa Corporation. Reasons or Causes for Migration. 15 February 2017. 16 November 2017. <https://www.ultimatevisa.com/causes-for-migration/>. United Nations. "International Migration Report 2015." United Nations, 2016. Wallace, Steven P., et al. "Undocumented and Uninsured Barriers to Affordable Care for Immigrant Populations." 2013.

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Acknowledgments This project would not have been possible without the advice and support of many people. First and foremost, I would like to thank my advisor Maria Luisa Rossi, Chair of the MFA Integrated Design program at College for Creative Studies for providing me the opportunity and guidance throughout this project. I would also like to thank everyone who helped me: Zack Bissel and two students, Jeimy Lopez and Karla Rodriguez, of Living Arts Detroit Alexis Zavala, Rosa Guerrero, and Jonathan Rodriguez of Detroit Hispanic Development Corporation Antonia Morabito and Andrea Castaneda of LA SED Anton Babushkin of Troy Psychotherapy Raymond Lozano of Mexicantown Community Development Corporation Issela Sono Those who participated in my survey. I am grateful to the advisory team including Frank Brown, Siobhan Gregory, Morgan Phillips, and Sherry Sabbagh. I would also like to acknowledge Kristin Homuth for all her support. Finally, I would like to express my acknowledgments to my family in South Korea and New York for helping me study in the United States.

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