Making up for lost time: the experience of separation and reunification among immigrant families.

By Carola Suárez-Orozco, I. Todorova, Josephine Louie. Family Process, 2002

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The Impact of Language Status as an Acculturative Stressor on Internalizing and Externalizing Behaviors among Latino/a Children: A Longitudinal Analysis from School Entry through Third Grade (2008, background): “These experiences affect students’ opportunities for prosocial peer interactions (Cummins 1994; Gonzales-Ramos and Sanchez-Nestor 2001), can diminish their feelings of self-worth, and can promote feelings of anxiety (Collier 1995; Pappamihiel 2001; Suarez-Orozco and Suarez-Orozco 2001 ).”
Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration (2010, background): “…patterns, such as when a parent has trouble reasserting control over his or her child, a frequent complication of reunification after separation (Suárez-Orozco et al., 2002), especially when the parent feels guilty for having separated from the child in the first place (Arnold, 1991; Burke,…”
I Felt Like My Heart Was Staying Behind: Psychological Implications of Family Separations & Reunifications for Immigrant Youth (2011, background): “Attachment difficulties have been noted (Wilkes, 1992), and children and youth are often withdrawn from the parents with whom they are reunited (Burke, 1980; Suárez-Orozco et al., 2002) and report low self-esteem at the time of reunion (Smith et al.”