Bibliographic Details
| Title: |
Community Cultural Wealth: Supporting Migrant Youth in Schools. |
| Authors: |
D'Costa, Stephanie (AUTHOR), Leverett, Patrice (AUTHOR), Rodriguez, Andrea (AUTHOR), Uribe, Alma (AUTHOR), Fife, Quinn (AUTHOR) |
| Source: |
School Psychology Review. 2025, Vol. 54 Issue 5, p578-590. 13p. |
| Subjects: |
Virtual classrooms, Immigrant students, Psychological resilience, Family relations, Social development, Institutional environment, Learning, Social capital |
| Geographic Terms: |
United States |
| Abstract: |
Latiné migrant youth are a unique population of students with complex academic and social-emotional experiences. Those experiences are enhanced by several factors including strong family connections, commitment to educational success, and overall resilience. There are also systemic issues that may cause instability to migrant youth due to limited access to resources and heightened exposure to unstable environments. In this study, 20 Latiné migrant youth from the rural western United States participated in semi-structured interviews that explored their experiences during the pandemic. Using a phenomenological analysis, these students provide much-needed insight into their experience. The authors used a community cultural wealth framework to examine how migrant youth create their own paths to meet their educational and socio-emotional needs. One of the valuable lessons learned from that study was a better understanding of the ways virtual learning impacts migrant youth. While there are benefits to virtual learning in accessing academic knowledge, school psychologists should consider additional support to increase social-emotional wellness. Impact Statement School psychologists can learn to leverage migrant youth's community cultural wealth to support their social emotional development. Migrant youth used their aspirational and navigational wealth to negotiate the complexity of virtual learning during the pandemic. Addressing the structural gaps in virtual learning could be a viable model for supporting migrant youth academic and social-emotional needs in the face of future mobility. [ABSTRACT FROM AUTHOR] |
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| Database: |
Psychology and Behavioral Sciences Collection |
