Culturally responsive school social work with Central American immigrant students / Stephanie Carnes.

Format:

Book

Author/Creator:

Carnes, Stephanie, author.

Series:

Oxford workshop series. School Social Work Association of America.

Oxford scholarship online.

Oxford workshop series. School Social Work Association of America

Oxford scholarship online

Language:

English

Subjects (All):

School social work--United States.

School social work.

Social work with immigrants--United States.

Social work with immigrants.

Immigrant youth--Central America--Social conditions--21st century.

Immigrant youth.

Immigrant youth--United States--Social conditions--21st century.

Physical Description:

1 online resource

Place of Publication:

New York, NY : Oxford University Press, [2025]

Summary:

"Spanish-speaking immigrant youth comprise one of the fastest-growing populations in public schools in the United States. Since 2014, more than 200,000 young people have fled Central America's Northern Triangle (Guatemala, Honduras, and El Salvador) to seek safer, more prosperous lives in the United States. For immigrant youth, public schools are well positioned to serve as cultural bridges and conduits to broader US society. When those institutions are responsive to the needs of immigrant students, they are drivers of integration, with positive implications for well-being and academic achievement. However, US public education is rooted in policies that are remnants from a system designed to serve primarily white, US-born students. As a result, schools often perpetuate values associated with assimilation, or eschewing one's identity and culture of origin in favor of becoming wholly "American," a kind of monocultural nativism. In such schools, immigrant youth receive clear messages about the value--or lack thereof--of their identity of origin in broader US society. Such experiences of xenophobia and exclusion are strongly associated with negative outcomes over time, including poor coping skills, decreased academic motivation and achievement, and physical health risks. This book offers an in-depth exploration of the multidimensional lived experiences of this population of Central American newcomer youth and offers actionable clinical and advocacy-oriented strategies to best serve these youth. School social workers are also provided with an in-depth exploration of culturally responsive practices to use with this population, as well as how to engage in processes of individual and systemic change." -- Provided by publisher

Contents:

Introduction

Historical context of Central American immigrations

The journey

Experiences after crossing the border

Experiences in US public schools

Sources of cultural wealth and resilience

Identity, social inclusion, and belonging

Clinical work with Central American immigrant students

School social workers as catalysts for systemic change

Engaging families as partners for change

Exploring burnout and meaningful pathways to self-care

Notes:

Includes bibliographical references and index.

Description based on online resource and publisher information; title from PDF title page (viewed on October 10, 2025).

Description based on publisher supplied metadata and other sources.

ISBN:

0-19-780521-3

0-19-780522-1

0-19-780523-X

9780197805213

OCLC:

1544852183