Examining the academic and personal-social experiences of Latina/o children in southeastern U.S. rural, burgeoning Latino communities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Carrie A. Wachter Morris, Associate Professor & School Counseling Coordinator (Creator)
Jose A. Villalba, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Between the 1990 and 2000 U.S. Census several Southeastern states, largely void of a permanent Latino population prior to 1990, witnessed significantly large increases in the number of Latina/o residents, particularly in rural communities. This study was designed to ascertain the impressions of non-Latina/o teachers and school counselors working with Latina/o youngsters in elementary school settings in these communities through the use of focus group methodologies. Four general themes were identified using the Consensual Qualitative Research method of analysis: (I) Academic factors affecting Latina/o children in burgeoning communities; (II) School interventions used for addressing academic factors: (III) Latina/o children and family characteristics in burgeoning communities; and (IV) personal-socialeconomic factors impacting Latina/o children in burgeoning communities.

Additional Information

The Rural Educator, 28(3), 12-19
Language: English
Date: 2005
Southeastern states, Elementary school, Latina/o children, Personal-social experiences

Email this document to