"Me Perdía en la Escuela": Latino Newcomer Youths in the U.S. School System.
Unaccompanied minors, or "newcomer youths," come to the United States from Mexico and Central America to escape violence and persecution, and to seek financial and academic opportunities. Many newcomer youths arrive with gaps in their formal education attributed to the immigration process and the he...
| Publicado en: | Social Work Vol. 65; no. 2; pp. 131 - 140 |
|---|---|
| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Oxford University Press / USA
Apr2020
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=142911197&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 142911197 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00378046 SWR jtl: Social Work issn: 00378046 maglogo: N pubinfo: dt: Apr2020 vid: 65 iid: 2 pid: 622 pub: Oxford University Press / USA artinfo: ui: 142911197 10.1093/sw/swaa001 ppf: 131 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P size: 193KB tig: atl: "Me Perdía en la Escuela": Latino Newcomer Youths in the U.S. School System. aug: au: Szlyk, Hannah Selene Cardoso, Jodi Berger Lane, Liza Barros Evans, Kerri su: Undocumented immigrants Public schools Hispanic American students Academic achievement Social capital Cultural capital School integration Social workers in education sug: subj: Undocumented immigrants Public schools Hispanic American students Academic achievement Social capital Cultural capital School integration Elementary and Secondary Schools Social workers in education keyword: Latino youths public schools social and cultural capital unaccompanied minors Latino youths public schools social and cultural capital unaccompanied minors ab: Unaccompanied minors, or "newcomer youths," come to the United States from Mexico and Central America to escape violence and persecution, and to seek financial and academic opportunities. Many newcomer youths arrive with gaps in their formal education attributed to the immigration process and the heterogeneity of their pre-U.S. lives. Once they are enrolled in the U.S. school system, many educators struggle to accommodate the academic needs of these students. Drawing on the framework of social and cultural capital, this article aimed to expand the current knowledge on the experiences of Latino unaccompanied youths in the U.S. school system. A thematic analysis of semistructured interviews with 30 newcomer students and 10 key informants revealed six themes: socialización con los demás compañeros (getting along with the other students); poca confianza (little trust); no sé lo que decían (I do not know what they were saying); it is a hard landing; education, interrupted; and estoy agradecido (I am grateful). The article offers suggestions for school social workers and educators on how to promote academic success, student resilience, and school connectedness for a vulnerable youth population. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|