About this poster

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Panel information
Panel 1. Context: Cross-Cultural, Neighborhood, and Social

Abstract

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In the past decade, migration from Central America to the United States has grown, including children who migrated without their parents. According to the U.S. Customs and Border Protection, a record 149,093 unaccompanied children were detained by officials in 2022, and 76% were from Central America. This population often confronts adverse experiences distinct from those of other immigrant and refugee groups. In spite of different immigration statuses, numerical group sizes, reasons for migrating, processes of migrating, receptions by U.S. society, and settlement patterns (Green et al., 2008; Umaña-Taylor & Fine, 2001), literature on Latine/x migration assumes within-group homogeneity and overlooks differences among subgroups (Dawson et al., 2012; Maradiegue, 2009). However, Central American-origin children face different challenges than their Latine/x peers, and need to be understood distinctly (Coronado & Paredes, 2018; Ek, 2009a; Suárez-Orozco, 1987), given their home countries’ different histories, political contexts, levels of social unrest, and experiences of natural disasters. Most of the limited scholarship on Central American children living in the U.S. emphasizes the risk factors and negative outcomes of their adversity. Accordingly, there is a better empirical understanding of the issues that hinder development than dynamics supporting it (Cabrera, 2013). Taylor et al. (2013) posited that an individual’s perception of, response to, and recovery from trauma is embedded in – and affected by – their cultural context and background. Thus, Central American migrants to the U.S. may have distinct perceptions of, responses to, and recovery from adversity, even in comparison with populations from highly similar countries (Crosnoe & Fuligni, 2012). This presentation reports the findings from a systematic review which explored the relationship between Central American children’s experience of migration to the U.S. and their psychosocial development. PRISMA guidelines (Liberati et al., 2009) were utilized to systematically search databases for the literature synthesis, and 30 studies fit selection guidelines. Although there were no time frame limiters applied, the majority of results were published either between 1985 and 1995, or between 2010 and 2020. Researchers found that many Central American-origin children experience family separation, which can affect cognitive and psychosocial development (Masser, 1992; Tyler et al., 1992; Venta et al., 2019). Suárez-Orozco et al. (2002) observed that Central Americans had experienced family separation more often, and for longer periods of time, than all other nationalities. Many Central American-origin children also experience acculturative stress (Razzino et al., 2003; Cleary et al., 2018; Dawson et al., 2012). Coronado and Paredes (2018) posited that maladaptive coping techniques can result in negative outcomes for Central American children who are also struggling with self-esteem and developmental issues surrounding the simultaneous formation of their ethnic identity. It can be difficult for Central American children to manage stressors and their impacts, especially without relatives or friends who can provide support (Pumariega & Rothe, 2010), and if the separation period from loved ones seems indefinite (Masser, 1992). Failure to understand Central American children’s unique needs and experiences can have chronic impacts on their psychosocial development (Green et al., 2008; Stewart, 2013), particularly if they are made to feel that their cultural identity is not valued, ignored, or considered deficient (Ek, 2009b). The factors that contribute to resiliency development also differ significantly by background and country of origin (Perreira & Ornelas, 2013), which can influence values and beliefs, resulting in differences of coping behaviors across nationalities; therefore, generalizing across Latine/x groups can be inaccurate and misleading (Umaña-Taylor & Fine, 2001). The factors that contribute to Central American children’s agency and self-efficacy are not well understood. There is a need for more strengths-based research that can provide stakeholders with the empirical basis from which to effectively assess and address the developmental needs of this population.

Author information

Author	Role
Jessica Trejos, University of California, San Diego	Presenting author

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