Unaccompanied children’s education in the United States: Service provider’s perspective on challenges and support strategies

Autores/as

DOI:

https://doi.org/10.17981/cultedusoc.13.1.2022.12

Palabras clave:

inmigrante, educación, retos, estrategias de apoyo, estudiante, niños no acompañados

Resumen

Introducción: Los estudiantes recién llegados buscan rutinas y seguridad en las escuelas, pero a menudo experimentan un “aterrizaje forzoso” cuando comienzan la escuela en los Estados Unidos. Objetivo: Si bien existe una gran cantidad de literatura sobre el rendimiento académico y lingüístico de los estudiantes bilingües emergentes, hay menos específicamente sobre los estudiantes inmigrantes no acompañados y menos aún sobre su bienestar social y emocional. Metodología: Este estudio utiliza un marco de derechos humanos para analizar datos cualitativos de proveedores de servicios (n = 79) para niños no acompañados. Resultados: Los desafíos para satisfacer las necesidades de esta población incluyen la capacidad limitada de las escuelas y los distritos escolares, la capacidad lingüística de los estudiantes y la preparación para la escuela, las diferencias culturales y las consideraciones de salud individual y salud mental. Los apoyos para ayudar a los estudiantes inmigrantes incluyen asistencia académica y lingüística, cooperación entre proveedores de servicios y programas emocionales y conductuales. Conclusiones: Las recomendaciones incluyen la construcción de asociaciones comunitarias, la creación de políticas más acogedoras, evaluaciones escolares de la programación en comparación con las necesidades de los estudiantes recién llegados y más investigación.

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Biografía del autor/a

Kerri Evans, University of Maryland Baltimore County. Baltimore, USA

LCSW, PhD is an Assistant Professor in the School of Social Work at the University of Maryland Baltimore County. Dr. Evans’ research focuses on crisis migrants and their wellbeing in the United States with an emphasis on social and emotional wellbeing in schools. Dr. Evans brings almost a decade of casework and program management experience with immigrants to her research and teaching.

Gabrielle Oliveira, School of Social Work, University of Maryland Baltimore County, USA

PhD is the Jorge Paulo Lemann Associate Professor of Education and of Brazil Studies at Harvard Graduate School of Education. Her research focuses on immigration and mobility — on how people move, adapt, and parent across borders. Her expertise includes gender, anthropology, transnationalism across the Americas. Merging the fields of anthropology and education through ethnographic work in multiple countries, Oliveira also studies the educational trajectories of immigrant children. Originally from São Paulo, Brazil, Oliveira received her M.A. and Ph.D. from Teachers College, Columbia University in New York City

Robert G. Hason III, Providence College, USA

Is an Assistant Professor of Social Work at Providence College. He holds an MSW and Ph.D. in Social Work from the Boston College School of Social Work. Robert’s research focuses on the intersection of child welfare and immigration. He is particularly interested in examining mental health risk and protective factors for unaccompanied children who experience forced migration and informing the development of clinical interventions and policies that serve children and adolescents who experience trauma as a result of forced migration. In addition, Robert maintains a small private practice in Brookline, Massachusetts.

Thomas M. Crea, Boston College School of Social Work, USA

Is Professor, Chair of Global Practice, and Assistant Dean of Global Programs at the School of Social Work, Boston College. He is a former clinical social worker and a mental health therapist for severely emotionally disturbed children, and as a foster care adoption worker and supervisor providing home study assessments and post-placement support to families. His research focuses on the intersections of child welfare, refugee social protection and education, and strengthening humanitarian aid and international development programs.

Sarah E. Neville, Boston College School of Social Work, USA

Is a PhD candidate at Boston College School of Social Work. She uses quantitative, qualitative, mixed methods, participatory methods, and implementation science to study global child welfare and family strengthening. Her research to date has focused on topics including orphans and vulnerable children, children without parental care, family reintegration, care reform, foster care, and intercountry adoption, in Sub-Saharan Africa, Central America, and the United States. 

Virgginia Fitchett, Lutheran Immigration and Refugee Service, USA

Virginia Fitchett, PhD is the Deputy Director for Children and Family Services at Lutheran Immigration and Refugee Service, a national nonprofit that overseas a wide variety of services for unaccompanied immigrant children.

Publicado

2022-01-24

Cómo citar

Evans, K., Oliveira, G., Hason III, R. G., Crea, T. M., Neville, S. E., & Fitchett, V. (2022). Unaccompanied children’s education in the United States: Service provider’s perspective on challenges and support strategies. CULTURA EDUCACIÓN Y SOCIEDAD, 13(1), 193–218. https://doi.org/10.17981/cultedusoc.13.1.2022.12