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.
","abstract_html":"<p>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. </p>","abstract_has_math":false,"creators":["Snyder, Janie"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Pauline M. Sampson, Ph.D","Barbara Qualls, Ph.D","Karen Embry Jenlink, Ed.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-12-12T08:00:00Z","date_published":"2020-12-12T08:00:00Z","updated_at":"2026-07-24T04:30:30Z","subjects":["Newly Arrived Immigrant Student","Newcomer","Needs","Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/347","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pauline M. Sampson, Ph.D","Barbara Qualls, Ph.D","Karen Embry Jenlink, Ed.D"]},{"key":"dc:creator","label":"Author","values":["Snyder, Janie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-11-20T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Newly Arrived Immigrant Student","Newcomer","Needs","Bilingual, Multilingual, and Multicultural Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/347"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["A Qualitative Study of the Social Emotional Needs of Newly Arrived Immigrant Secondary Students in One Texas High School"]}]}],"canonical_facts":{"dc:contributor":["Pauline M. Sampson, Ph.D","Barbara Qualls, Ph.D","Karen Embry Jenlink, Ed.D"],"dc:creator":["Snyder, Janie"],"dc:date.available":["2020-11-20T08:00:00Z"],"dc:description.abstract":["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.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/347"],"dc:subject":["Newly Arrived Immigrant Student","Newcomer","Needs","Bilingual, Multilingual, and Multicultural Education"],"dc:title":["A Qualitative Study of the Social Emotional Needs of Newly Arrived Immigrant Secondary Students in One Texas High School"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:30Z"}