Examining the Academic and Personal-Social Experiences of Latina/o Children in Southeastern U.S. Rural, Burgeoning Latino Communities

Abstract


 
 
 
 Between the 1990 and 2000 U.S. Census several Southeastern states, largely void of a permanent Latino population prior to 1990, witnessed significantly large increases in the number of Latina/o residents, particularly in rural communities. This study was designed to ascertain the impressions of non-Latina/o teachers and school counselors working with Latina/o youngsters in elementary school settings in these communities through the use of focus group methodologies. Four general themes were identified using the Consensual Qualitative Research method of analysis: (I) Academic factors affecting Latina/o children in burgeoning communities; (II) School interventions used for addressing academic factors; (III) Latina/o children and family characteristics in burgeoning communities; and (IV) personal-socialeconomic factors impacting Latina/o children in burgeoning communities.
 
 
 
 

Ethnic–racial socialization in Latino families: The influence of mothers’ socialization practices on adolescent private regard, familism, and perceived ethnic–racial discrimination.

“…In emerging immigrant communities, in which more families share high levels of familism, it may be private regard that distinguishes between families and predicts youth-reported socialization practices. Families in emerging immigrant communities have reported more experiences of discrimination than those in well-established Latino destinations (Potochnick et al, 2012), perhaps because these communities lack resources and culturally relevant services that provide infrastructure for immigrants (Villalba, Brunelli, Lewis, & Wachter, 2007). For example, Latino/as in emerging immigrant communities often have limited English-language proficiency and cannot count on previously arrived immigrants as a source of advice and advocacy.…”

Latino immigrants, depressive symptoms, and cognitive behavioral therapy: A systematic review

“…Those with limited English proficiency (LEP) have lower odds of receiving mental health services than their English-speaking counterparts (Sentell et al, 2007;Bauer et al, 2010). Service barriers can exacerbate depressive symptomology for those living in emerging communities; the shortage of bilingual service providers magnifies the loss of community and basic cultural resources such as Spanish language religious services and supermarkets that carry familiar cooking ingredients (Shattell et al, 2009;Villalba et al, 2007).…”

An Investigation of School Counselor Self-Efficacy with English Language Learners

“…School counselors provide individual counseling, group counseling, collaboration, consultation, and advocacy for ELLs (Cook et al, 2012;Smith-Adcock, Daniels, Lee, Villalba, & Indelicato, 2006;Villalba et al, 2007). When working on behalf of ELLs, school counselors collaborated with teachers, made referrals for medical and mental health services, provided individual and group counseling for social/emotional support, created tutoring to address academic concerns, and secured translators to facilitate learning experiences (Villalba et al, 2007). In summary, school counselors are involved in providing direct and indirect services for ELLs and actively advocate on behalf of ELLs and their families.…”

“…Furthermore, the ASCA National Model (American School Counselor Association [ASCA], 2012) charges school counselors to develop programs that ensure equitable access to opportunities and provide rigorous curriculum for all students. Researchers have discussed school counselors' roles in implementing interventions that focus on the social/emotional, academic, and career needs of ELLs (Cook, Pérusse, & Rojas, 2012;Villalba, Lewis, & Wachter, 2007). However, in other studies, school counselors reported having ineffective interactions with linguistically diverse students, expressed frustration with language differences, and raised concerns about the appropriate use of interpreters (Clemente & Collison, 2000;Schwallie-Giddis, Anstrom, Sanchez, Sardi, & Granato, 2004).…”