Latino Immigrant Students' School Experiences in the United States: The Importance of Family- School-Community Collaborations

Autor/inn/en	Sibley, Erin; Brabeck, Kalina
Titel	Latino Immigrant Students' School Experiences in the United States: The Importance of Family- School-Community Collaborations
Quelle	In: School Community Journal, 27 (2017) 1, S.137-157 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Immigrants; Hispanic American Students; School Community Relationship; Family School Relationship; Early Childhood Education; Elementary Secondary Education; Educational Quality; At Risk Students; Parents; Individual Characteristics; Academic Achievement; Parent Participation; Social Influences; Student Experience; Undocumented Immigrants; Access to Education; Barriers; Stress Variables; Mental Health; Cognitive Ability + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Eltern; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schulleistung; Elternmitwirkung; Sozialer Einfluss; Studienerfahrung; Illegaler Aufenthalt; Access; Bildung; Zugang; Bildungszugang; Psychohygiene; Denkfähigkeit
Abstract	This paper reviews the literature on the educational experiences of Latino immigrant students in the United States, from early childhood through postsecondary educational attainment. Utilizing a developmental-contextual perspective, we explain the various environmental, political, structural, and psychological challenges these students face, while also highlighting protective factors in the school and family. We highlight how schools, communities, and families can work together to improve the educational chances of these students. These students are less likely to receive high-quality early childhood education and care before the age of five, setting the stage for potential academic disadvantage later on. Parental premigration characteristics play an important role in children's achievement during elementary and middle school, a time when parent educational involvement is important but often difficult for immigrant families. Immigrant students are less likely to graduate high school compared to children of native-born parents and during adolescence may experience isolation from U.S. peer groups. These findings are discussed in light of the additional risks carried by unauthorized status, as well as immigration and acculturation-related stressors. Given that these children are a growing segment of the U.S. population and will soon comprise a large portion of the nation's workforce, we argue that educating them effectively should be of utmost importance. We conclude with policy recommendations, practice recommendations for schools, and important directions for future research. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01