Examining the Academic and Personal-Social Experiences of Latina/o Children in Southeastern U.S. Rural, Burgeoning Latino Communities

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.