Me perdía en la escuela: Latino newcomer youth in the U.S. school system
| dc.contributor.author | Szlyk, Hannah Selene | |
| dc.contributor.author | Cardoso, Jodi Berger | |
| dc.contributor.author | Barros Lane, Liza | |
| dc.contributor.author | Evans, Kerri | |
| dc.date.accessioned | 2022-03-14T14:57:39Z | |
| dc.date.available | 2022-03-14T14:57:39Z | |
| dc.date.issued | 2020-04-01 | |
| dc.description.abstract | 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. | en_US |
| dc.description.sponsorship | 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. | en_US |
| dc.description.uri | https://academic.oup.com/sw/article/65/2/131/5814580 | en_US |
| dc.format.extent | 14 pages | en_US |
| dc.genre | journal articles | en_US |
| dc.genre | postprints | en_US |
| dc.identifier | doi:10.13016/m2jf6w-wwin | |
| dc.identifier.citation | Hannah Selene Szlyk, Jodi Berger Cardoso, Liza Barros Lane, Kerri Evans, “Me Perdía en la Escuela”: Latino Newcomer Youths in the U.S. School System, Social Work, Volume 65, Issue 2, April 2020, Pages 131–139, https://doi.org/10.1093/sw/swaa001 | en_US |
| dc.identifier.uri | https://doi.org/10.1093/sw/swaa001 | |
| dc.identifier.uri | http://hdl.handle.net/11603/24384 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Oxford University Press | en_US |
| dc.relation.isAvailableAt | The University of Maryland, Baltimore County (UMBC) | |
| dc.relation.ispartof | UMBC School of Social Work | |
| dc.rights | This is a pre-copyedited, author-produced version of an article accepted for publication in Social Work following peer review. The version of record Hannah Selene Szlyk, Jodi Berger Cardoso, Liza Barros Lane, Kerri Evans, “Me Perdía en la Escuela”: Latino Newcomer Youths in the U.S. School System, Social Work, Volume 65, Issue 2, April 2020, Pages 131–139, https://doi.org/10.1093/sw/swaa001 is available online at: https://doi.org/10.1093/sw/swaa001 | en_US |
| dc.rights | Access to this item will begin on 04/01/2022 | |
| dc.title | Me perdía en la escuela: Latino newcomer youth in the U.S. school system | en_US |
| dc.type | Text | en_US |
| dcterms.creator | https://orcid.org/0000-0001-9979-2105 | en_US |