Abstract:
The Office of Refugee Resettlement has reported increasing numbers of Central American student refugees entering the United States. Most student refugees crossing the U.S. southwestern border come from El Salvador, Guatemala, and Honduras. Students with limited-interrupted formal education represent the neediest of English language learners due to their academic, mental, and social-emotional needs from past experiences with trauma, thereby representing a disenfranchised and vulnerable population. This critical phenomenological multiple case study explored the experiences of 2 groups of students with limited-interrupted formal education in terms of academic achievement, those defined as successful and others who struggled. 2 cases were conducted, the first to understand why some Central American student refugees had experienced academic success and the second to understand why some Central American student refugees had struggled with academic achievement. The 2 cases were compared using cross-case analysis to gain knowledge from the successful students and see if this knowledge could be applied to the struggling students. The theoretical framework included critical and Latino race, community cultural wealth, and resiliency theories. Findings showed the external support system of student participants had a significant influence on resiliency and academic achievement. Although data indicated the Newcomer Program had aided in some students’ success, evidence indicated the need for ongoing and consistent mental health services. Results showed issues regarding identifying and providing special education services to Central American student refugees with limited-interrupted formal educations.
