Emergent Bilingual High School Students' Social and Emotional Experiences

Autor/inn/en	Vera, Elizabeth; Heineke, Amy; Daskalova, Plamena; Schultes, Anna K.; Pantoja-Patiño, Juan; Duncan, Britt; Yanuaria, Chelsea; Furtado, Claire
Titel	Emergent Bilingual High School Students' Social and Emotional Experiences
Quelle	In: Psychology in the Schools, 58 (2021) 10, S.1932-1961 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vera, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22559
Schlagwörter	High School Students; English Language Learners; Bilingual Students; Well Being; Social Development; Emotional Development; Interpersonal Relationship; Student Participation; Bullying; Access to Education; Advanced Courses; Mainstreaming; Group Membership; Ethnicity + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Well-being; Wellness; Wohlbefinden; Soziale Entwicklung; Gefühlsbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mobbing; Education; Access; Bildung; Zugang; Bildungszugang; Fortgeschrittenenunterricht; Gruppenzugehörigkeit; Ethnizität
Abstract	High school students labeled as English learners, referred to in this article as emergent bilinguals, participated in a mixed-methods study of their social and emotional well-being. Relationships with school personnel, peer relations, and involvement in support activities were connected to well-being while experiences of microaggressions from teachers and peers, lack of access to advanced curricula, and poor integration with mainstream peers were related to negative well-being. A variety of school, peer, and family themes both promoted and compromised well-being. Students' sense of connection to mainstream students was positively related to school belonging and positive affect. A sense of connection to ethnic peers and a positive ethnic identity were related to positive affect but not school belonging. This pattern of findings suggests that connecting with members of both one's ethnic and the mainstream community may lead to greater well-being but integrating into the mainstream community prompts greater school belonging. Implications for practice and policy are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01