Meeting the Unique Needs of the Children of Migrant Farm Workers

Characteristics of Latina/o Migrant Farmworker Students Attending a Large Metropolitan University

“…This ability may protect them from feelings of inferiority, which are often reinforced by peers' rejection and teasing (Romanowski, 2003). In fact, these students do not report some of the feelings of inferiority or isolation that hinder students' academic development and promote low self-esteem (Romanowski, 2003).…”

“…Because of the type of work and language differences, migrant farmworker families often occupy a low status in communities where they live (Romanowski, 2003). Furthermore, the language barrier isolates these families and creates tension with local residents (López et al, 2001).…”

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

“…Romanowski (2003) quoted from the 1990 National Council of La Raza in his work about how to meet the needs of migrant children: "The migrant population is the most undereducated subgroup in the United States" (p. 27). Gibson and Bejinez (2002) have stated that the children of Mexican migrant farmworkers are among the most educationally disadvantaged yet there is little focused research on their school performance patterns or on the programs designed to assist them.…”

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

“…High mobility makes it difficult for children to attend school regularly, learn at grade level, accrue credits, and meet graduation requirements. It is estimated that only half of all LMFW children complete high school, and those who remain in school are typically older than other children in their grade, and at least a year and a half behind in their academic progress (Cooper, Weller, Fox, & Cooper, ; Cooper, Weller, Fox, Cooper, et al, ; Free et al, ; Gibson & Hidalgo, ; Romanowski, ).…”

“…High mobility makes it difficult for children to attend school regularly, learn at grade level, accrue credits, and meet graduation requirements. It is estimated that only half of all LMFW children complete high school, and those who remain in school are typically older than other children in their grade, and at least a year and a half behind in their academic progress (Cooper et al, 2005a;Cooper et al, 2005b;Free et al, 2014;Gibson & Hidalgo, 2009;Romanowski, 2003). LMFW children also can be hindered by low levels of English language proficiency and frequently report feelings of social isolation, discrimination, and low self-esteem at school (Green, 2003;Wiseman, 2003;Zalaquett, McHatton, & Cranston-Gingras, 2007).…”