This study explores how youth of African and Asian immigrant origins in the United States develop transnational identities amid racialized K–12 settings and cultural expectations. These adolescents often face stigma, othering, and a limited sense of belonging, which can harm their mental health and academic outcomes. However, their transnational identities can also foster civic engagement, altruism, and academic motivation. In-depth semi-structured interviews and one focus group with youth ( N = 18, 55.6% female, 58% U.S.-born, mean age = 15.56) from African and Asian immigrant households were conducted. The Sort and Sift, Think and Shift analytic approach revealed how risks and protective factors coexist and the process by which these factors are activated via family and school contexts to influence transnational identity development. Findings highlight the need for research on transnational identity in racialized contexts and policies that strengthen protective factors through contextually responsive support. School social workers, teachers, youth workers, and community leaders can foster resilience and well-being in immigrant youth by promoting culturally affirming environments, encouraging realistic and caring parental expectations, and building racial solidarity to reduce discrimination.
Lim et al. (Wed,) studied this question.