Educación para niños no acompañados en los Estados Unidos: La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo
DOI:
https://doi.org/10.17981/cultedusoc.13.1.2022.12Palabras clave:
Inmigrante, Educación, Retos, Estrategias de apoyo, Estudiante, Niños no acompañadosResumen
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.
Descargas
Citas
AECF. (2017). Race for results: 2017 policy report: Kids count. Baltimore: AECF. Available from http://www.aecf.org/m/resourcedoc/aecf-2017raceforresults-2017.pdf
Amin, S. (2011). Programs to address child marriage: Framing the problem. Transitions to Adulthood. Brief 14. New York: Population Council. https://www.popcouncil.org/uploads/pdfs/TABriefs/14_ChildMarriage.pdf
Anguiano, A., Ayala, K. & Muñiz, K. (2019). “I’m not White, I’m Mexican!”: Mexican-Americans, skin tone, and social identity conflict. Conference Papers presented at American Sociological Association, Washington D. C., USA. Available: https://medical.stacksdiscovery.com/eds/detail?db=sih&an=141309996
Avramidis, E. & Norwich, B. (2002). Teachers’ attitudes towards integration / inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056
Barrett, A. N., Kuperminc, G. P. & Lewis, K. M. (2013). Acculturative stress and gang involvement among Latinos: U.S.-born versus immigrant youth. Hispanic Journal of Behavioral Sciences, 35(3), 370–389. https://doi.org/10.1177/0739986313488086
Bates, L., Baird, D., Johnson, D., Lee, R., Luster, T. & Rehagen, C. (2009). Sudanese refugee youth in foster care: The “Lost Boys’’ in America. Child Welfare, 84(5), 631–648. Available: https://pubmed.ncbi.nlm.nih.gov/16435654/
Bauer, E. B. & Arazi, J. (2011). Promoting literacy development for beginning English learners. The Reading Teacher, 64(5), 383–386. https://doi.org/10.1598/RT.64.5.14
Beehler, S., Birman, D. & Campbell, R. (2012). The Effectiveness of cultural adjustment and trauma services (CATS): Generating practice-based evidence on a comprehensive, school-based mental health intervention for immigrant youth. American Journal of Community Psychology, 50(1-2), 155–168. https://doi.org/10.1007/s10464-011-9486-2
Bellino, M. & Dryden-Peterson, S. (2018). Inclusion and exclusion within a policy of national integration: Refugee education in Kenya’s Kakuma refugee camp. British Journal of Sociology of Education, 40(2), 1–17. https://doi.org/10.1080/01425692.2018.1523707
Berger, J., Stinchcomb, D., Hershberg, E. & Stefler, A. (January, 2019). The integration of Central American youth in the U.S. education system. Oral paper presentation presented at Society for Social Work and Research Conference-SSWR, San Francisco, USA. Available: https://secure.sswr.org/2019-conference-home/
Berger, J., Brabeck, K., Stinchcomb, D., Heidbrink, L., Acosta, O. A, Gill-García, O. F., Crea, T. M. & Zayas, L. H. (2019). Integration of unaccompanied migrant youth in the United States: a call for research. Journal of Ethnic and Migration Studies, 45(2), 273–292. http://dx.doi.org/10.1080/1369183X.2017.1404261
Birman, D., Weinstein, T., Chan, W. & Beehler, S. (2007). Immigrant youth in U.S. schools: Opportunities for prevention. The Prevention Researcher, 14, 14–17. Available: http://www.tpronline.org.proxy-bc.researchport.umd.edu/product_toc/14-4-toc.pdf
Booi, Z., Callahan, C., Fugere, G., Harris, M., Hughes, A., Kramarczuk, A., Kurtz, C., Reyes, R. & Swaminatha, S. (2016). Ensuring every undocumented student succeeds: A report on access to public education for undocumented children. Washington, DC: Georgetown Law Human Rights Institute. Available: https://www.law.georgetown.edu/human-rights-institute/our-work/fact-finding-project/ensuring-every-undocumented-student-succeeds-a-report/
Chishti, M. & Hipsman, F. (September 25, 2014). Unaccompanied minors crisis has receded from headlines but major issues remain. Migration Policy Institute. Available: http://www.migrationpolicy.org/article/unaccompanied-minors-crisis-has-receded-headlines-major-issues-remain
CASEL. (2021). Collaborative for Academic, Social, and Emotional Learning. [Online]. Available: https://casel.org
Colom, A., Ruiz, M. J., Catino, J., Hallman, K., Peracca, S. & Shellenberg, K. M. (2005). Voices of vulnerable and underserved adolescents in Guatemala—A summary of the qualitative study: Understanding the lives of indigenous young people in Guatemala. [Report]. New York: Population Council. Available: https://knowledgecommons.popcouncil.org/departments_sbsr-pgy/1332/
Crea, T. M., Lopez, A., Hasson, R., Evans, K., Palleschi, C. & Underwood, D. (2018). Unaccompanied migrant children in long term foster care: Identifying needs and best practices from a child welfare perspective. Children & Youth Services Review, 92, 56–64. https://doi.org/10.1016/j.childyouth.2017.12.017
Creswell, J. W. (2013). Qualitative inquiry and research design. [3 ed.]. Thousand Oaks: Sage Publications.
Davila, C., Hill, D., Sohn McCormick, A. & Villarreal, A. L. (2020). Child Immigration from Both Sides of the Border: Implications for Trauma-Informed Practices in the Schools. Contemporary School Psychology, 24(4), 469–477. https://doi.org/10.1007/s40688-020-00286-w
Defranco, D. (2018) Trauma Without Borders: The Necessity for School-Based Interventions in Treating Unaccompanied Refugee Minors. Child & Adolescent Social Work Journal, 35(6), 551–565. https://doi.org/10.1007/s10560-018-0552-6
Diebold, K., Evans, K. & Hornung, E. (2019). Educational justice for unaccompanied children in the United States. Forced Migration Review, 60, 52–55. Available: https://www.fmreview.org/education-displacement/diebold-evans-hornung
DiNitto, D. M. & Johnson, D. H. (2016). Essentials of social welfare: Politics and public policy. Connecting core competencies series. Boston: Allyn & Bacon.
Evans, K., Perez-Aponte, J. & McRoy, R. (2019). Without a paddle: Barriers to school enrollment procedures for immigrant students and families. Education and Urban Society, 52(9), 1283– 1304. https://doi.org/10.1177/0013124519894976
Evans, K. & Reynolds, A. (2006). Welcoming crisis migrants to community schools. In: C. Franklin & M. B. Harris & P. Allen-Meares (Eds.), The School Services Sourcebook (3 ed.). Oxford: Oxford University Press.
Glaser, B. G. & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Transaction.
Gonzales, R. (2019, Feb 26). Sexual assault of detained migrant children reported in the thousands since 2015. NPR. Available: https://www.npr.org/2019/02/26/698397631/sexual-assault-of-detained-migrant-children-reported-in-the-thousands-since-2015
Hao, L. & Pong, S.-L. (2008). The role of school in the upward mobility of disadvantaged immigrants’ children. The ANNALS of the American Academy of Political and Social Science, 620(1), 62–89. https://doi.org/10.1177/0002716208322582
Holtzman, E., Dukes, T. & Page, T. (2012). Interdisciplinary school leadership development for pre-service graduate students. International Journal of Teaching and Learning in Higher Education, 24(1), 89–94. Available from https://files.eric.ed.gov/fulltext/EJ977193.pdf
Internationals Network. (2018). Internationals Network. [Online]. Available: https://www.internationalsnetwork.org/
Jani, J., Underwood, D. & Ranweiler, J. (2015). Hope as a crucial factor in integration among unaccompanied immigrant youth in the USA: A pilot project. International Migration & Integration, 17(4), 1195–1209. https://doi.org/10.1007/s12134-015-0457-6
Kaplan, I. (2009). Effects of trauma and the refugee experience on psychological assessment processes and interpretation. Australian Psychologist, 44(1), 6–15. http://dx.doi.org/10.1080/00050060802575715
Krueger, P., Hargrove, D. & Jones, T. (2019, Jul 24). Former employees at youth migrant facility describe wide-ranging neglect of children and employees. NBC San Diego. Available: https://www.nbcsandiego.com/news/local/Former-Employees-at-Youth-Migrant-Facility-Describe-Wide-Ranging-Neglect-of-Children-and-Employees-513167781.html
Lee, B. & Barth, R. (2009). Residential education: An emerging resource for improving educational outcomes for youth in foster care? Children and Youth Services Review, 31(1), 155–160. https://doi.org/10.1016/j.childyouth.2008.07.007
Markham, L. (2012). Mentoring for resettled youth. Forced Migration Review, (40), 33–33. Available: https://www.fmreview.org/young-and-out-of-place/markham
Maynard, B. R., Vaughn, M. G., Salas-Wright, C. P. & Vaughn, S. (2016). Bullying victimization among school-aged immigrant youth in the United States. Journal of Adolescent Health, 58(3), 337–344. https://doi.org/10.1016/j.jadohealth.2015.11.013
Maxwell, J. A. (2013). Qualitative research design: An interactive approach. [3 ed.]. Thousand Oaks: SAGE Publications.
McRoy, R. (2011). Contextualizing disproportionality. In: D. Greene, K. Belanger, R. McRoy & L. Bullard (eds.) Racial Disproportionality in Child Welfare: Research, Policy, and Practice (pp. 67–72). Washington, DC: Child Welfare League of America.
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. [2 ed.]. Thousand Oaks: Sage Publications.
Miller, S. & Roby, P. (1971). ‘Strategies for social mobility: A policy framework’. The American Sociologist, 6, 18–22. Available: https://www.jstor.org/stable/27701833
Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative Health Research, 25(9), 1212–1222. https://doi.org/10.1177/1049732315588501
OELA. (2019). Office of English Language Acquisition. [Online]. Available: https://www2.ed.gov/about/offices/list/oela/index.html
ORR. (2021). Facts and data. [Online]. Available: https://www.acf.hhs.gov/orr/about/ucs/facts-and-data
Options for Youth. (2021). A school that feels like home. [Online]. Available: https://ofy.org/
Oxman-Martinez, J. & Choi, Y. R. (2014). Newcomer children: Experiences of inclusion and exclusion, and their outcomes. Social Inclusion, 2(4), 23–37. Available: https://www.cogitatiopress.com/socialinclusion/article/view/133
Pacheco, M. (2010). English-language learners’ reading achievement: Dialectical relationships between policy and practices in meaning-making opportunities. Reading Research Quarterly, 45(3), 292–317. https://doi.org/10.1598/RRQ.45.3.2
PBIS. (2019). School-wide. [Online]. Available: https://www.pbis.org/topics/school-wide
Rance-Roney, J. (2010). Jump-starting language and schema for English-language learners: Teacher-composed digital jumpstarts for academic reading: Digital storytelling technologies can be a fun and productive way to support the academic literacy of English-language learners in the classroom. Journal of Adolescent & Adult Literacy, 53(5), 386–396. https://doi.org/10.1598/JAAL.53.5.4
Reynolds, A. D. & Bacon, R. (2018). Interventions supporting the social integration of refugee children and youth in school communities: A review of the literature. Advances in Social Work, 18(3), 745–766. https://doi.org/10.18060/21664
Reynolds, A. D. & Crea, T. M. (2017). The Integration of immigrant youth in schools and friendship networks. Population Research and Policy Review, 36(4), 501–529. https://doi.org/10.1007/s11113-017-9434-4
Reynolds, A. D. & Crea, T. M. (2015). The conditions of peer influence of delinquency and depression in adolescence. Journal of Adolescence, 43, 83–95. https://doi.org/10.1016/j.adolescence.2015.05.013
Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188–198. https://doi.org/10.1111/j.1471-3802.2009.01135.x
Roth, B. J., Crea, T. M., Jani, J., Underwood, D., Hasson III, R. G., Evans, K., Zuch, M. & Hornung, E. (2019). Detached and afraid: U.S. immigration policy and the practice of forcibly separating parents and young children at the border. Child Welfare, 96(5), 29–49. Available: https://www.proquest.com/openview/d87fa05f9b973bde1739bef27336294d/1?pq-origsite=gscholar&cbl=40853
Roy-Campbell, Z. (2012). Meeting the needs of English learners. Journal of Adolescent & Adult Literacy, 56(3), 186–188. https://doi.org/10.1002/JAAL.00125
Rubin, A., & Babbie, E. (2017). Empowerment Series: Research methods for social work. [9 ed.]. Belmont: Brooks/Cole.
Russell, F. (2015). Learning to Teach English learners: Instructional coaching and developing novice high school teacher capacity. Teacher Education Quarterly, 42(1), 27–47. Available from https://eric.ed.gov/?id=EJ1090542
Saldaña, J. (2015). The coding manual for qualitative researchers. [3 ed.]. Los Angeles: SAGE Publications.
Schapiro, N. A., Gutierrez, R. J., Blackshaw, A. & Chen, J.-L. (2018). Addressing the health and mental health needs of unaccompanied immigrant youth through an innovative school-based health center model: Successes and challenges. Children and Youth Services Review, 92, 133–142. https://doi.org/10.1016/j.childyouth.2018.04.016
Schmidt, S. (2017). “They need to give us a voice”: Lessons from listening to unaccompanied Central American and Mexican children on helping children like themselves. Journal on Migration and Human Security, 5(1), 57–81. https://doi.org/10.1177/233150241700500104
Socha, K., Mullooly, A. & Jackson, J. (2016). Experiences resettling Eritrean youth through the US unaccompanied refugee minor program. Journal of Human Rights and Social Work, 1(2), 96–106. https://doi.org/10.1007/s41134-016-0008-x
Stone, S. (2009). Education and social policy. In: J. Midgley & M. Livermore (Eds.), The handbook of social policy (pp. 507–523). Thousand Oaks: Sage Publications.
Suárez-Orozco, C., Suárez-Orozco, M. & Todorova, I. (2008). Learning in a new land. Cambridge: Harvard University Press.
Szente, J., Hoot, J. & Taylor, D. (2006). Responding to the special needs of refugee children: Practical ideas for teachers. Early Childhood Education Journal, 34(1), 15–20. https://doi.org/10.1007/s10643-006-0082-2
Szlyk, H. S., Berger Cardoso, J., Lane, L. B. & Evans, K. (2020). “Me perdía en la escuela”: Latino newcomer youth in the U.S. school system. Social Work, 65(2), 131–139. https://doi.org/10.1093/sw/swaa001
Tamer, M. (December 11, 2014). The education of immigrant children: As the demography of the U.S. continues to shift, how can schools best serve their changing population? Harvard Graduate School of Education. Available: https://www.gse.harvard.edu/news/uk/14/12/education-immigrant-children
Thommessen, S. A. O., Corcoran, P. & Todd, B. K. (2015). Experiences of arriving to Sweden as an unaccompanied asylum-seeking minor from Afghanistan: An interpretative phenomenological analysis. Psychology of Violence, 5(4), 374–383. https://doi.org/10.1037/vio0000011
UN. General Assembly. (November 20, 1989). Convention on the Rights of the Child. [A/RES/44/25]. Available: https://violenceagainstchildren.un.org/es/node/710
UN. General Assembly. (December 10, 1948). Universal declaration of human rights. [A/RES/217A]. Available: https://undocs.org/A/RES/217(III)
UNHCR. (2014). Children on the run: Unaccompanied Children leaving Central America and Mexico and the need for international protection. Washington, D.C.: UNHCR. Available from http://www.unhcr.org/en-us/about-us/ background/56fc266f4/ children-on-the-run-full-report.html
U.S. Congress. (Nov. 25, 2002). Children’s affairs. [6 U.S.C. § 279]. Public Law: 107–296. Available: https://uscode.house.gov/view.xhtml?req=(title:6%20section:279%20edition:prelim)
U.S. Congress. (Jul. 2, 1064). Civil Rights. [78 Stat. 24]. Public Law: 88–352. Available: https://uscode.house.gov/view.xhtml?path=/prelim@title42/chapter21&edition=prelim
USCCB. (2013). Congolese children and youth: USCCB network unaccompanied refugee minor program experiences and implications. [Report]. Washington, DC:: USCCB. Available from https://brycs.org/wp-content/uploads/2018/09/Congolese-URM.pdf
U.S. CBP. (2019). Southwest Land Border Encounters. [Online]. Available: https://www.cbp.gov/newsroom/stats/sw-border-migration
U.S. ED. (2018). Issue brief: Credit recovery. Washington, D.C.: Office of Planning, Evaluation and Policy Development Policy and Program Studies Service. Available: https://www2.ed.gov/rschstat/eval/high-school/credit-recovery.pdf
U.S. DOL. (2016). Findings on the worst forms of child labor. Washington, DC: Bureau of International Labor Affairs. Available from https://www.dol.gov/agencies/ilab/resources/reports/child-labor/findings
U.S. Supreme Court. (June 15, 1982). Plyler v. Doe. [457 U.S. 202]. 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
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 CULTURA EDUCACIÓN Y SOCIEDAD
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Creative Commons 2020 CULTURA EDUCACIÓN Y SOCIEDAD
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
Los artículos publicados son de exclusiva responsabilidad de sus autores y no reflejan necesariamente las opiniones del comité editorial.
La Revista CULTURA EDUCACIÓN Y SOCIEDAD respeta los derechos morales de sus autores, los cuales ceden al comité editorial los derechos patrimoniales del material publicado. A su vez, los autores informan que el presente trabajo es inédito y no ha sido publicado anteriormente.
Todos los artículos están bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional.
English
Español (España)
_12.53_.27_p_. m_._3.png)
_12.57_.35_p_. m_._3.png)
_12.50_.37_p_. m_._3.png)
