TY - JOUR
T1 - Me Perdía en la Escuela
T2 - Latino Newcomer Youths in the U.S. School System
AU - Szlyk, Hannah Selene
AU - Berger Cardoso, Jodi
AU - Barros Lane, Liza
AU - Evans, Kerri
N1 - Funding Information: postdoctoral fellow, Brown School, Washington University in St.Louis,Campus Box 1196,One Brookings Drive,St.Louis, MO 63130; e-mail: hannah.szlyk@wustl.edu. Jodi Berger Cardoso, PhD, LCSW, is associate professor, Graduate School of Social Work, University of Houston. Liza Barros Lane, PhD, LMSW, is field instructor, University of Houston-Downtown. Kerri Evans, MSW, LCSW, is a doctoral student, School of Social Work, Bomston College, Chestnut Hill, MA. The study was funded by Communities in Schools– Houston and the Center for Mexican American Studies at the University of Houston. Hannah Selene Szlyk is supported by the National Institute of Mental Health of the National Institutes of Health under Award Number T32MH019960. Publisher Copyright: © 2020 National Association of Social Workers.
PY - 2020/4/1
Y1 - 2020/4/1
N2 - 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.
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.
KW - Latino youths
KW - public schools
KW - social and cultural capital
KW - unaccompanied minors
UR - http://www.scopus.com/inward/record.url?scp=85084480110&partnerID=8YFLogxK
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U2 - https://doi.org/10.1093/sw/swaa001
DO - https://doi.org/10.1093/sw/swaa001
M3 - Article
C2 - 32236470
SN - 0037-8046
VL - 65
SP - 131
EP - 139
JO - Social work
JF - Social work
IS - 2
ER -