A Qualitative Study of the Social Emotional Needs of Newly Arrived Immigrant Secondary Students in One Texas High School
Date of Award
Doctor of Education
Secondary Education and Educational Leadership
Pauline M. Sampson, Ph.D
Barbara Qualls, Ph.D
Karen Embry Jenlink, Ed.D
Deborah Williams, Ed.D
Luis Aguerrevere, Ph.D
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.
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.
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