Date of Award
Fall 12-12-2020
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Pauline M. Sampson, Ph.D
Second Advisor
Barbara Qualls, Ph.D
Third Advisor
Karen Embry Jenlink, Ed.D
Fourth Advisor
Deborah Williams, Ed.D
Fifth Advisor
Luis Aguerrevere, Ph.D
Abstract
Immigration has been part of American history, through time increasing the diversity in population. The U.S. Department of Education reported that newly arrived immigrant students are welcomed to classrooms in public schools, and recent data revealed that more than 840,000 immigrant students occupy American classrooms. Immigrant students may demonstrate high aspirations and hope for a good public education however, some experiences bring about isolation, anxiety, and oppression, demonstrating a critical need for a caring and equitable environment. This qualitative case study utilized interviews with newcomer students to determine the social-emotional impact of the lived experiences of newly arrived immigrant students in one East Texas High School. Interview data was coded to define specific struggles and to identify supportive strategies for these students. The findings revealed themes in the areas of: The Language Barrier, Social-Emotional Alienation / Isolation, Needing Peer Assistance, Friendships, and Family. Students expressed a strong need for language support, which would assist in academics and social realms.
Repository Citation
Snyder, Janie, "A Qualitative Study of the Social Emotional Needs of Newly Arrived Immigrant Secondary Students in One Texas High School" (2020). Electronic Theses and Dissertations. 347.
https://scholarworks.sfasu.edu/etds/347
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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