Supporting Immigrant Students in a Newcomer High School: A Case Study

Abstract

Many school districts in the United States have developed special schools or programs designed to meet the specific language, academic, and social needs of recent immigrant students. In this article, we examine the experiences of six immigrant students who were enrolled in a U.S. high school designed specifically for adolescent immigrants. Using a qualitative case study research design, we explore the students' experiences in the school and their perceptions of the three teachers they identified as particularly supportive. We also draw on interviews and observations of these three teachers to explore the specific practices that supported the students' academic and social success in the school. The findings suggest that both school context and positive teacher-student interactions facilitated by the teachers' use of culturally and linguistically responsive teaching practices were significant contributors to students' learning. We discuss the study implications for practice and offer recommendations for educators working with immigrant students.

School Counselors Supporting African Immigrant Students' Career Development: A Case Study

“…Additionally, older students like Saynab are faced with time constraints as they struggle to acquire the academic, social, and linguistic knowledge and skills necessary to be successful in high school (Hersi & Watkinson, ; Short & Fitzsimmons, ). While attending school in Minnesota, Saynab believed her program lacked academic rigor, a reality many immigrant students experience.…”

“…As Bigelow () noted, “the identities and allegiances of Somali youth often cross national borders” (p. 4) as individuals maintain relationships with relatives in many different countries. Once in the United States, Somali students and their families must navigate the complexities of adjusting to a new culture within a society that will assign them to racial minority status (Bigelow, ; Hersi, ; Hersi & Watkinson, ; Portes & Rumbaut, ; Waters, ; Zhou, ). Somalis often struggle to maintain their cultural, linguistic, and religious identities as they also contend with the labels, stereotypes, and structural inequities that people of color encounter in the United States (Bigelow, ; Hersi, ).…”

“…In designing small group career development sessions, school counselors must be culturally responsive, recognizing students’ personal, cultural, and familial assets (Hersi, ; Hersi & Watkinson, ; Suárez‐Orozco et al, ). In the case of girls like Saynab, school counselors can facilitate small groups composed of girls to promote the exploration of cultural identities, with the goal of enabling them to effectively negotiate their multiple worlds.…”

English Language Learners and School Belonging: Implications for School Counselor Practice

“…ELL students can be further disadvantaged if teachers have low opinions of their academic performance (Sibley & Brabeck, 2017). Hersi and Watkinson (2012) noted that teachers’ positive regard and personal investment had a positive impact on ELL students’ academic success. Teachers demonstrated positive regard and personal investment in their students by displaying a strong belief in their capabilities and willingness to get to know them as people.…”

“…Teachers demonstrated positive regard and personal investment in their students by displaying a strong belief in their capabilities and willingness to get to know them as people. Through a strong teacher–student relationship, ELL students received exposure to the college selection and application process, assistance in dealing with family tensions, homework support, and enrollment in summer academic programs (Hersi & Watkinson, 2012). Positive school experiences and connectedness are critical to closing the achievement gap between immigrant and nonimmigrant students (Masten, Burt, & Coatsworth, 2006).…”