Academic Journal
Social Inclusion, Belonging, and School-Based Experiences in Central American Immigrant Youth
| العنوان: | Social Inclusion, Belonging, and School-Based Experiences in Central American Immigrant Youth |
|---|---|
| اللغة: | English |
| المؤلفون: | Stephanie L. Carnes, Lindsey Disney |
| المصدر: | Children & Schools. 2025 47(1):17-25. |
| الاتاحة: | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2025 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Social Integration, Immigrants, English Language Learners, Acculturation, Inclusion, Program Design, Race, School Policy, Cultural Awareness, Spanish Speaking, Latin Americans, Socialization, Disadvantaged, Social Isolation, Educational Experience, Student Attitudes, Public Schools, Student School Relationship, English (Second Language), Second Language Instruction, Second Language Learning |
| DOI: | 10.1093/cs/cdae026 |
| تدمد: | 1532-8759 1545-682X |
| مستخلص: | Spanish-speaking immigrant students, particularly those from Central America, constitute a rapidly growing subpopulation in U.S. public schools. As primary institutions for socialization, cultural learning, and academic knowledge development, schools often offer immigrant students their first experience of U.S. cultures and the English language. However, schools may mirror broader sociopolitical dynamics of marginalization and social exclusion. The current qualitative study, which explored the school-based experiences of Central American immigrant adolescent students enrolled in English language learner (ELL) programming, sheds light on the specific dynamics of social inclusion (and exclusion) in public schools as institutions, and how such dynamics impact processes of acculturation and overall sense of belonging. Specifically, participant perspectives highlighted the ways in which the institutional design of ELL programs, as well as highly racialized and assimilative school policies and practices, hinder cultural exchange and social inclusion. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| رقم الانضمام: | EJ1457178 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1532-8759 1545-682X |
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| DOI: | 10.1093/cs/cdae026 |