A Qualitative Study of the Social Emotional Needs of Newly Arrived Immigrant Secondary Students in One Texas High School

<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>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary Education and Educational Leadership

Year dc:date.available

2020

Author dc:creator

• Snyder, Janie

Contributors dc:contributor

• Pauline M. Sampson, Ph.D
• Barbara Qualls, Ph.D
• Karen Embry Jenlink, Ed.D

• Newly Arrived Immigrant Student
• Newcomer
• Needs
• Bilingual, Multilingual, and Multicultural Education

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/347

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1372