Harvesting hardships: Educators’ views on the challenges of migrant students and their consequences on education

Free, Janese L.; Križ, Katrin; Konecnik, Jenny

doi:10.1016/j.childyouth.2014.08.013

Cited by 32 publications

(21 citation statements)

References 17 publications

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Section: Academic Challenges Facing Lmfw Childrenmentioning

confidence: 99%

“…High mobility makes it difficult for children to attend school regularly, learn at grade level, accrue credits, and meet graduation requirements. It is estimated that only half of all LMFW children complete high school, and those who remain in school are typically older than other children in their grade, and at least a year and a half behind in their academic progress (Cooper et al, 2005a;Cooper et al, 2005b;Free et al, 2014;Gibson & Hidalgo, 2009;Romanowski, 2003). LMFW children also can be hindered by low levels of English language proficiency and frequently report feelings of social isolation, discrimination, and low self-esteem at school (Green, 2003;Wiseman, 2003;Zalaquett, McHatton, & Cranston-Gingras, 2007).…”

Section: Ac Ademi C Challeng E S Facing Lmf W Childrenmentioning

confidence: 99%

“…Every year an estimated 500,000–800,000 children migrate across the United States following their Latino migrant farmworker (LMFW) parents whom seek seasonal agricultural work (Free, Kriz, & Konecnik, ). These children face similar disadvantages to other low‐income immigrant families, but are often exposed to additional contextual stressors (Gibson & Hidalgo, ; Tucker, ) including educational interruptions, marginalization, substandard housing, food insecurity, poor supervision, exposure to violence, and health problems (Cooper, Cooper, & Felknor, ; Cooper, Weller, Fox, & Cooper, ; Gunier, Bradman, Harley, Kogut, & Eskenazi, ; Hovey, ; Martin, Gordon, & Kupersmidt, ; Stein et al, ).…”

Section: Introductionmentioning

confidence: 99%

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A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers

2018

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Children from Latino migrant farmworker (LMFW) families are one of the most educationally disenfranchised and marginalized populations of students in the United States. These children face similar disadvantages to other low‐income immigrant families, but often experience unique contextual stressors due to high mobility that places them at high risk for mental health problems, risk‐taking behaviors, and poor academic engagement. Despite these high vulnerabilities few researchers have focused their efforts on LMFW children specifically, or addressed resilience factors in particular. Ego‐resiliency is an enduring psychological construct reflecting how individuals overcome day‐to‐day challenges. We used a convergent mixed method cross‐sectional design to examine the effects of LMFW children's (N = 66, ages 6–18, Mage = 12.79) depressive and conduct problems on their academic efficacy/mastery, and whether ego‐resiliency counteracted these relations. Ego‐resiliency was negatively associated with depression and conduct problems, and positively related to academic efficacy/mastery. Conduct problems were negatively related to academic efficacy/mastery, but depression was not. Ego‐resiliency also moderated the relation of depression to academic efficacy/mastery. Qualitative results provided a deeper explanation of contributing factors to LMFW children's adjustment, how adjustment problems affected their academic success, and the coping mechanisms and resilience factors used by LMFW children to overcome difficult experiences.

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Section: Academic Challenges Facing Lmfw Childrenmentioning

confidence: 99%

Section: Ac Ademi C Challeng E S Facing Lmf W Childrenmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers

2018

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“…Mobility disrupts their children's education, and as a consequence they fall behind and often do not graduate from high school. Migrants are also stigmatized as outsiders (perhaps "illegal" or without documentation of citizenship) who differ physically, culturally and linguistically from the majority [21][22][23]. A study of Gypsy, Roma, and Traveller students in urban schools in the United Kingdom [24] identified the need for educators to develop a more inclusive school culture that would not marginalize migrants.…”

Section: Recent Studies Of Migrant Studentsmentioning

confidence: 99%

Migrant and Non-Migrant Families in Chengdu, China: Segregated Lives, Segregated Schools

Placier

2015

Social Sciences

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This study documented the experiences of Chinese rural-urban migrant children and their parents living in the host city of Chengdu, China. It was informed by previous studies but applied a theoretical lens cultural reproduction theory-to reveal deeper understanding of rural-urban migrant families' lives in the city of Chengdu. Participants in this study were 10 families-10 migrant parents, 10 local Chengdu resident parents, 5 local Chengdu children, and 5 migrant children. Through qualitative interviews and observations the researchers created 5 family case studies, documenting differences and similarities in the lives of migrant and local resident families in Chengdu. Results indicated that children in the two groups experienced unequal childhoods. Although the Chinese central government has issued a number of proactive policies to allow migrant children to attend local urban public schools since 2003, the negative effect of the longstanding Hukou residency policy still impacts migrant families' lives in Chengdu. In this article we discuss an entrenched urban-rural divide between urban residents and rural-urban migrant families, in work, community, and schooling.

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“…Covering a child's school fees and buying their school uniform, for instance, addressed these barriers directly. A study on the challenges of migrant students and their consequences on education had similar findings indicating that teachers 132 used their own resources to buy supplies and shoes for students (Free et al, 2014).…”

Section: Teachers Played a Pivotal Role In Keeping Child Carers In Scmentioning

confidence: 91%

Schooling despite all odds

Yamba¹

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Harvesting hardships: Educators’ views on the challenges of migrant students and their consequences on education

Cited by 32 publications

References 17 publications

A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers

A mixed‐method examination of ego‐resiliency, adjustment problems, and academic engagement in children of Latino migrant farmworkers

Migrant and Non-Migrant Families in Chengdu, China: Segregated Lives, Segregated Schools

Schooling despite all odds

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