Lending Student Voice to Latino ELL Migrant Children's Perspectives on Learning

Irizarry, Stephanie; Williams, Sherie

doi:10.1080/15348431.2013.765801

Cited by 13 publications

(10 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…LMFW students who report having effective teachers have higher levels of academic success, especially if their teachers are Latino (Gibson & Bejínez, ; Gibson & Hidalgo, ). However, other studies have found that many LMFW students think that teachers do not understand them, care about them, or think they try their best (Irizarry & Williams, ), and an inability to get along with teachers is a reason that LMFW youth report dropping out of high school (Martinez & Cranston‐Gingras, ). Youth in our qualitative study also discussed teacher relationships as a source of both support and frustration.…”

Section: Discussionmentioning

confidence: 99%

A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers

2018

View full text Add to dashboard Cite

Children from Latino migrant farmworker (LMFW) families are one of the most educationally disenfranchised and marginalized populations of students in the United States. These children face similar disadvantages to other low‐income immigrant families, but often experience unique contextual stressors due to high mobility that places them at high risk for mental health problems, risk‐taking behaviors, and poor academic engagement. Despite these high vulnerabilities few researchers have focused their efforts on LMFW children specifically, or addressed resilience factors in particular. Ego‐resiliency is an enduring psychological construct reflecting how individuals overcome day‐to‐day challenges. We used a convergent mixed method cross‐sectional design to examine the effects of LMFW children's (N = 66, ages 6–18, Mage = 12.79) depressive and conduct problems on their academic efficacy/mastery, and whether ego‐resiliency counteracted these relations. Ego‐resiliency was negatively associated with depression and conduct problems, and positively related to academic efficacy/mastery. Conduct problems were negatively related to academic efficacy/mastery, but depression was not. Ego‐resiliency also moderated the relation of depression to academic efficacy/mastery. Qualitative results provided a deeper explanation of contributing factors to LMFW children's adjustment, how adjustment problems affected their academic success, and the coping mechanisms and resilience factors used by LMFW children to overcome difficult experiences.

show abstract

Section: Discussionmentioning

confidence: 99%

A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers

2018

View full text Add to dashboard Cite

show abstract

“…Teacher-student relationships had similar results to Irizarry and Williams' (2013) research. Students claimed they felt comfortable and had mostly positive interactions with their teachers who made an effort to know them personally.…”

Section: Social Factors Affecting Confidence and Self-esteemsupporting

confidence: 71%

“…Iziarry and Williams' (2013) research came to the conclusion that trusting their teachers was a continual issue for migrant students, who tended to trust teachers of Latino heritage more than those of a different background. Irizarry and Williams (2013) stated migrant students and their families preferred teachers to know the Spanish language, be Latino, or understand Latino families. Students also valued teachers who understood the unique position migrant families found themselves in.…”

Section: Teacher-student Relationshipsmentioning

confidence: 99%

“…Students also learned to distrust and distance themselves from their teachers who make them feel undervalued. Irizarry and Williams (2013) claimed teacher-student relationships fail: (a) when teachers do not pay attention to their students, (b) when students feel ignored, (c) when English-only rules are used in a way that implies that there is something negative about Spanish in the classroom setting, and (d) when teachers do not take the time to talk with and truly get to know their students. [Irizarry and Williams 2013:182] The social separation between students and teachers causes isolation (Dejaeghere and McCleary 2010:235) and personal insecurity that then affects academics (Delgado-Gaitan 1988:363).…”

Section: Teacher-student Relationshipsmentioning

confidence: 99%

See 1 more Smart Citation

Academic Barriers for Migrant Middle School Students in Salinas, California

Terhorst

View full text Add to dashboard Cite

The educational barriers facing migrant students are examined in this research based on the experiences of teachers and Mexican migrant middle school students in Salinas, California. Through the research, I ask if academic barriers for migrant students differ from obstacles of their peers and if so, what are those differences? The barriers to migrant students' education were explored through a literature review, examining themes of parental involvement, teacher-student relationships, student self-esteem, and the use of educational programs. Through snowball sampling, semi-structured interviews, and surveys, data were collected from four teachers and 18 migrant students to understand how these themes manifested and affected educational experiences. Research results have shown that positive teacher-student relationships were dependent on respect and understanding of one's cultural background. Both academic and migration stresses affected student self-esteem and attitude towards schooling. Educational programs organized by various educational institutions helped students develop skills needed to meet state testing requirements despite outside social and cultural factors. Interviews demonstrated parents' inability to support their children academically due to educational, language, or working restrictions. This research contributes to an increased understanding of migrant education by identifying and analyzing consistent experiences of migrant students within the American educational system. v ACKNOWLEDGMENTS As with everything in life, one does not achieve personal success without the help and support of others. My appreciation first goes to my committee members. Throughout my three years at San José State University, they have discussed the topic of migrant education with me and challenged my approaches to this thesis. The time and continual effort they have dedicated in helping me frame this research has been gracious and much appreciated. I am also grateful for the invaluable participation from members of the MCOE community including, but not limited to, Summer Prather-Smith, Jorge Morales, Christopher Cambern, and all MCOE migrant counselors. Without their help, this research could not exist. They gave me the resources needed to work with students, parents, and teachers to make my interviews and surveys possible. It was an honor to work with them and an encouragement to see their dedication for migrant students. I am eternally thankful for the teachers and students involved. These individuals took time to discuss issues related to migrant education and were willing to share personal stories and experiences with me. They saw the importance of this topic and generously offered to share their experiences for others to read and learn from. Thank you. vi TABLE OF CONTENTS List of Tables .

show abstract

“…The heterogeneity of public schools results in schools that may not embrace monolingual or bilingual families, creating unwelcoming climates (Goldstein & Harris, 2000). Immigrant Latino/a parents’ school involvement may be curtailed by a lack of knowledge of the U.S. educational system, fears regarding documentation status, a lack of understanding about school expectations, transportation difficulties, a lack of confidence in their ability to assist in academic tasks, or the educational system’s low expectations for youth in farmworker families (Irizarry & Williams, 2013).…”

Section: Applying a Social Ecological Framework To Educational Well-bmentioning

confidence: 99%

El Campo: Educational Attainment and Educational Well-Being for Farmworker Children

Delgado

Herbst

2017

Education and Urban Society

View full text Add to dashboard Cite

Farmworkers comprise a marginalized population who experience various threats to their well-being. This study presents a community-based participatory research project that explored the educational attainment and well-being of Latino/a youth in farmworker families. Children of farmworkers ( n = 18), farmworker parents ( n = 12), and educational service providers ( n = 8) in South Florida participated in focus groups. Two follow-up interviews deepened our understanding of focus group data. Using conventional content analysis, six themes emerged. Applying a public health ecological framework to the analysis and conceptualization of these findings, we shift the focus from merely describing facets associated with educational attainment to an examination of the optimal conditions required to produce educational well-being. Future research should include perspectives from educators, policy leaders, and activists.

show abstract

Lending Student Voice to Latino ELL Migrant Children's Perspectives on Learning

Cited by 13 publications

References 6 publications

A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers

A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers

Academic Barriers for Migrant Middle School Students in Salinas, California

El Campo: Educational Attainment and Educational Well-Being for Farmworker Children

Contact Info

Product

Resources

About