Document Type
Article
Publication Date
5-26-2021
Publication Title
Psychology in the Schools
Volume
58
Issue
10
Pages
1932-1961
Publisher Name
Wiley
Abstract
High school students labeled as English learners, referred to in this paper as emergent bilinguals, participated in a mixed methods study of their social and emotional well-being. Relationships with school personnel, peer relations, and involvement in support activities were connected to well-being while experiences of microaggressions from teachers and peers, lack of access to advanced curricula, and poor integration with mainstream peers were related to negative well-being. A variety of school, peer, and family themes both promoted and compromised well-being. Students' sense of connection to mainstream students was positively related to school belonging and positive affect. A sense of connection to ethnic peers and a positive ethnic identity were related to positive affect but not school belonging. This pattern of findings suggests that connecting with members of both one's ethnic and the mainstream community may lead to greater well-being but integrating into the mainstream community prompts greater school belonging. Implications for practice and policy are discussed.
Recommended Citation
Vera, Elizabeth; Heineke, Amy J.; Daskalova, Plamena; Schultes, Anna K.; Pantoja-Patiño, Juan; Duncan, Britt; Yanuaria, Chelsea; and Furtado, Claire. Emergent Bilingual High School Students' Social and Emotional Experiences. Psychology in the Schools, 58, 10: 1932-1961, 2021. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1002/pits.22559
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© Wiley Periodicals LLC, 2021.
Comments
Author Posting © Wiley Periodicals LLC, 2021. This is the peer reviewed version of the following article: Vera, E. , Heineke, A. , Daskalova, P. , Schultes, A. K. , Pantoja-Patiño, J. , Duncan, B. , Yanuaria, C. , & Furtado, C. (2021). Emergent bilingual high school students' social and emotional experiences. Psychol Schs, 58, 1932–1961., which has been published in final form at https://doi.org/10.1002/pits.22559. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.