View in EDS

Community Cultural Wealth: Supporting Migrant Youth in Schools.

Saved in:
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]
Copyright of School Psychology Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 188019926
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Community Cultural Wealth: Supporting Migrant Youth in Schools.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22D'Costa%2C+Stephanie%22">D'Costa, Stephanie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leverett%2C+Patrice%22">Leverett, Patrice</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Andrea%22">Rodriguez, Andrea</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Uribe%2C+Alma%22">Uribe, Alma</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fife%2C+Quinn%22">Fife, Quinn</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22School+Psychology+Review%22">School Psychology Review</searchLink>. 2025, Vol. 54 Issue 5, p578-590. 13p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrant+students%22">Immigrant students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br /><searchLink fieldCode="DE" term="%22Family+relations%22">Family relations</searchLink><br /><searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+environment%22">Institutional environment</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+capital%22">Social capital</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of School Psychology Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=188019926
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/2372966X.2024.2377955
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 578
    Subjects:
      – SubjectFull: Virtual classrooms
        Type: general
      – SubjectFull: Immigrant students
        Type: general
      – SubjectFull: Psychological resilience
        Type: general
      – SubjectFull: Family relations
        Type: general
      – SubjectFull: Social development
        Type: general
      – SubjectFull: Institutional environment
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Social capital
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Community Cultural Wealth: Supporting Migrant Youth in Schools.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: D'Costa, Stephanie
      – PersonEntity:
          Name:
            NameFull: Leverett, Patrice
      – PersonEntity:
          Name:
            NameFull: Rodriguez, Andrea
      – PersonEntity:
          Name:
            NameFull: Uribe, Alma
      – PersonEntity:
          Name:
            NameFull: Fife, Quinn
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 02796015
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: School Psychology Review
              Type: main
ResultId 1