Latino Students Identified as at Risk for Emotional or Behavioral Disorders: Descriptions of Their School Experience
Latinos are the largest and fastest growing ethnic minority in the U.S. (NCES, 2004). Despite dramatic increases in Latino enrollment, a dearth of information exists regarding culturally responsive services. Latino students face poor education outcomes, including the highest dropout rate of any race...
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| Format: | Others |
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BYU ScholarsArchive
2008
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| Online Access: | https://scholarsarchive.byu.edu/etd/1567 https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2566&context=etd |
| Summary: | Latinos are the largest and fastest growing ethnic minority in the U.S. (NCES, 2004). Despite dramatic increases in Latino enrollment, a dearth of information exists regarding culturally responsive services. Latino students face poor education outcomes, including the highest dropout rate of any race (President's Advisory Commission on Educational Excellence for Hispanic Americans [PACEEHA], 2003), and disproportionate over-representation in special education programs (Aaroe, 2004; Artiles & Trent, 1994; U.S. Department of Education, 1992, 1995, 2000). The present study explored issues relevant to serving Latino students who may be at risk for emotional or behavioral disorders. This study used qualitative interviews to better understand the school experiences of Latino students identified as at risk for emotional or behavioral problems using the Systematic Screening for Behavior Disorders (SSBD). Themes from the interviews were organized into four general areas; the results provided in-depth information regarding positive and negative school interactions with peers, characteristics of positive and negative teacher-student interactions, school adjustment issues, and home issues which were relevant to students' education. |
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