| Sumario: | Drawing from a liberation psychology framework, this paper describes a community soccer program designed to address inequalities in education, health, and social inclusion among newcomer immigrant girls. The mixed‐methods study drew upon youth voices to explore how the program fostered resilience, effective coping, and academic achievement. The study included a quantitative sample (n = 20) and a qualitative sub‐sample (n = 13), as well as school‐wide comparison data (n = 431). Participants were from 13 countries of origin and spoke ten languages. Data collection involved community‐based participatory methods and a convergent parallel mixed‐methods design. Quantitative data included a demographic questionnaire, school records of grade point average (GPA), and program participation; qualitative data were gathered through semi‐structured interviews. A one‐sample t‐test determined that academic achievement (GPA) among program participants (M = 3.12; SD = 0.86) was significantly higher (p =.003; t [18] = 3.462) than the school's average (M = 2.44; SD = 1.42). Directed content analyses of qualitative data explored mechanisms for promoting achievement and empowerment through three distinct forms of resilience: academic, psychological, and social, and problem‐ and emotion‐focused coping strategies. This study offers a unique, sports‐based pathway to address inequalities among an understudied population of immigrant girls. Highlights: This study found that participation in a community soccer program fostered resilience and coping for immigrant girls.Soccer may serve as a culturally attuned vehicle for empowering immigrant girls to combat acculturative stress.Qualitative data provide first‐hand accounts of participant experiences building resilience through program participation.
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