Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo
Introducción: Los estudiantes recién llegados buscan rutinas y seguridad en las escuelas, pero a menudo experimentan un “aterrizaje forzoso” cuando comienzan la escuela en los Estados Unidos. Objetivo: Si bien existe una gran cantidad de literatura sobre el rendimiento académico y lingüístico de los...
- Autores:
-
Evans, Kerri
Oliveira, Gabrielle
Hason III, Robert G.
Crea, Thomas M.
Neville, Sarah E.
Fitchett, Virgginia
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/11384
- Acceso en línea:
- https://hdl.handle.net/11323/11384
https://doi.org/10.17981/cultedusoc.13.1.2022.12
- Palabra clave:
- Inmigrante
Educación
Retos
Estrategias de apoyo
Estudiante
Niños no acompañados
Unaccompanied children
Immigrant
Education
Challenges
Support strategies
Student
- Rights
- openAccess
- License
- CULTURA EDUCACIÓN Y SOCIEDAD - 2022
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Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo |
| dc.title.translated.eng.fl_str_mv |
Unaccompanied children’s education in the United States: Service provider’s perspective on challenges and support strategies |
| title |
Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo |
| spellingShingle |
Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo Inmigrante Educación Retos Estrategias de apoyo Estudiante Niños no acompañados Unaccompanied children Immigrant Education Challenges Support strategies Student |
| title_short |
Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo |
| title_full |
Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo |
| title_fullStr |
Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo |
| title_full_unstemmed |
Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo |
| title_sort |
Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo |
| dc.creator.fl_str_mv |
Evans, Kerri Oliveira, Gabrielle Hason III, Robert G. Crea, Thomas M. Neville, Sarah E. Fitchett, Virgginia |
| dc.contributor.author.spa.fl_str_mv |
Evans, Kerri Oliveira, Gabrielle Hason III, Robert G. Crea, Thomas M. Neville, Sarah E. Fitchett, Virgginia |
| dc.subject.spa.fl_str_mv |
Inmigrante Educación Retos Estrategias de apoyo Estudiante Niños no acompañados |
| topic |
Inmigrante Educación Retos Estrategias de apoyo Estudiante Niños no acompañados Unaccompanied children Immigrant Education Challenges Support strategies Student |
| dc.subject.eng.fl_str_mv |
Unaccompanied children Immigrant Education Challenges Support strategies Student |
| description |
Introducción: Los estudiantes recién llegados buscan rutinas y seguridad en las escuelas, pero a menudo experimentan un “aterrizaje forzoso” cuando comienzan la escuela en los Estados Unidos. Objetivo: Si bien existe una gran cantidad de literatura sobre el rendimiento académico y lingüístico de los estudiantes bilingües emergentes, hay menos específicamente sobre los estudiantes inmigrantes no acompañados y menos aún sobre su bienestar social y emocional. Metodología: Este estudio utiliza un marco de derechos humanos para analizar datos cualitativos de proveedores de servicios (n = 79) para niños no acompañados. Resultados: Los desafíos para satisfacer las necesidades de esta población incluyen la capacidad limitada de las escuelas y los distritos escolares, la capacidad lingüística de los estudiantes y la preparación para la escuela, las diferencias culturales y las consideraciones de salud individual y salud mental. Los apoyos para ayudar a los estudiantes inmigrantes incluyen asistencia académica y lingüística, cooperación entre proveedores de servicios y programas emocionales y conductuales. Conclusiones: Las recomendaciones incluyen la construcción de asociaciones comunitarias, la creación de políticas más acogedoras, evaluaciones escolares de la programación en comparación con las necesidades de los estudiantes recién llegados y más investigación. |
| publishDate |
2022 |
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2022-01-24 23:51:34 2024-04-09T19:55:46Z |
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2022-01-24 23:51:34 2024-04-09T19:55:46Z |
| dc.date.issued.none.fl_str_mv |
2022-01-24 |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 |
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Journal article |
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http://purl.org/redcol/resource_type/ART |
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info:eu-repo/semantics/publishedVersion |
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https://doi.org/10.17981/cultedusoc.13.1.2022.12 |
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eng |
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Available: https://supreme.justia.com/cases/federal/us/457/202/ Vidal, M., Avrushin, A. & Coleman, D. (2018). Educating unaccompanied immigrant children in Chicago, Illinois: A case study. Children and Youth Services Review, 92, 77–88. https://doi.org/10.1016/j.childyouth.2018.03.046 Zetlin, A., Weinberg, L. & Shea, N. (2006). Improving educational prospects for youth in foster care: The education liaison model. Intervention in School and Clinic, 41(5), 267–272. https://doi.org/10.1177/10534512060410050301 Zorc, C., O’Reilly, A., Matone, M., Long, J., Watts, C. & Rubin, D. (2013). The relationship of placement experience to school absenteeism and changing schools in young, school-aged children in foster care. Children and Youth Services Review, 35(5), 826–833. https://doi.org/10.1016/j.childyouth.2013.02.006 |
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Evans, KerriOliveira, GabrielleHason III, Robert G.Crea, Thomas M.Neville, Sarah E.Fitchett, Virgginia2022-01-24 23:51:342024-04-09T19:55:46Z2022-01-24 23:51:342024-04-09T19:55:46Z2022-01-242145-9258https://hdl.handle.net/11323/11384https://doi.org/10.17981/cultedusoc.13.1.2022.1210.17981/cultedusoc.13.1.2022.122389-7724Introducción: Los estudiantes recién llegados buscan rutinas y seguridad en las escuelas, pero a menudo experimentan un “aterrizaje forzoso” cuando comienzan la escuela en los Estados Unidos. Objetivo: Si bien existe una gran cantidad de literatura sobre el rendimiento académico y lingüístico de los estudiantes bilingües emergentes, hay menos específicamente sobre los estudiantes inmigrantes no acompañados y menos aún sobre su bienestar social y emocional. Metodología: Este estudio utiliza un marco de derechos humanos para analizar datos cualitativos de proveedores de servicios (n = 79) para niños no acompañados. Resultados: Los desafíos para satisfacer las necesidades de esta población incluyen la capacidad limitada de las escuelas y los distritos escolares, la capacidad lingüística de los estudiantes y la preparación para la escuela, las diferencias culturales y las consideraciones de salud individual y salud mental. Los apoyos para ayudar a los estudiantes inmigrantes incluyen asistencia académica y lingüística, cooperación entre proveedores de servicios y programas emocionales y conductuales. Conclusiones: Las recomendaciones incluyen la construcción de asociaciones comunitarias, la creación de políticas más acogedoras, evaluaciones escolares de la programación en comparación con las necesidades de los estudiantes recién llegados y más investigación.Introduction: Newcomer students seek routine and safety in schools, but often experience a “hard landing” when they begin school in the United States. Objective: While there is substantial literature on the academic and language achievement of emergent bilingual students, there is less specifically on unaccompanied immigrant students, and even less on their social and emotional well-being. Methodology: This study uses a human rights framework to analyze qualitative data from service providers (n = 79) for unaccompanied children. Results: Challenges to meeting the needs of this population include the limited capacity of schools and school districts, students’ language ability and preparedness for school, cultural differences, and individual health and mental health considerations. Supports to help immigrant students include academic and language assistance, cooperation among service providers, and emotional and behavioral programs. Conclusions: Recommendations include building community partnerships, creating more welcoming policies, school-assessments of programming compared to needs of newcomer students, and more research.application/pdftext/htmlapplication/xmlengUniversidad de la CostaCULTURA EDUCACIÓN Y SOCIEDAD - 2022https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/3834InmigranteEducaciónRetosEstrategias de apoyoEstudianteNiños no acompañadosUnaccompanied childrenImmigrantEducationChallengesSupport strategiesStudentEducación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyoUnaccompanied children’s education in the United States: Service provider’s perspective on challenges and support strategiesArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Cultura Educación SociedadAECF. 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Children and Youth Services Review, 35(5), 826–833. https://doi.org/10.1016/j.childyouth.2013.02.006218193113https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/3834/3959https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/3834/3970https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/3834/3994Núm. 1 , Año 2022 : Cultura Educación y SociedadPublicationOREORE.xmltext/xml2967https://repositorio.cuc.edu.co/bitstreams/60e8ae12-0022-4b60-abd3-e31877cfdbdd/downloadcb8e674097b79f0ebb60d87368a0a78fMD5111323/11384oai:repositorio.cuc.edu.co:11323/113842024-09-17 10:47:45.894https://creativecommons.org/licenses/by-nc-nd/4.0/CULTURA EDUCACIÓN Y SOCIEDAD - 2022metadata.onlyhttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.co |