Between the months of October, 2013 and July, 2014, United States Customs Border protection reported that an estimated 63,000 unaccompanied minors crossed the United States. border, 75% of which came from Central America, specifically Honduras, El Salvador, and Guatemala (Renwick, 2014). These Central American youth are being pushed out of their home countries due to high levels of violence and poverty that has been caused by gangs and suffering economies. At the same time, they are being pulled into the U.S. to reunite with family, especially parents, many of who migrated to the U.S. during times of war in their home countries. Upon their arrival to this country, these youth are enrolling in U.S. schools, the institution with the highest amount of interaction with these youth as they begin their newcomer journey.
This qualitative case study focuses on the schooling experiences of immigrant, newcomer youth from Central America in a single high school in a large urban district in Southern California. Conducted through the lenses of Critical Race Theory, Latina/o Critical Theory, and racist nativism, the study asks (1) How does racist nativism mediate the schooling experiences of Central American students at an urban high school in Southern California? (a) How do they negotiate/navigate being students despite the challenges that they may face?; and (2) What does success mean to these youth? (a) How do they become successful on their own terms, and how are they working to get to that? Participants consisted of first-year newcomer youth from El Salvador, Honduras, and Guatemala.
|Commitee:||Nguyen, Huong Tran, Pérez Huber, Lindsay|
|School:||California State University, Long Beach|
|Department:||Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 56/05M(E), Masters Abstracts International|
|Subjects:||Educational sociology, Education, Latin American Studies|
|Keywords:||Central American, English learners, Immigration, Newcomers, Schooling in United States, Youth|
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