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dc.rights.licenseIn Copyrighten_US
dc.creatorHernandez Barcena, Lorena
dc.date.accessioned2018-04-17T11:22:12Z
dc.date.available2018-04-17T11:22:12Z
dc.date.created2018
dc.identifierWLURG38_HernandezBarcena_POV_2018
dc.identifier.urihttp://hdl.handle.net/11021/33955
dc.descriptionCapstone; [FULL-TEXT RESTRICTED TO WASHINGTON AND LEE UNIVERSITY LOGIN]en_US
dc.descriptionLorena Hernandez Barcena is a member of the Class of 2019 of Washington and Lee University.en_US
dc.description.abstractWhile literature has defined barriers for educational success experienced both by foreign-born and low-income students, there is little exploration of the way in which these disadvantages are compounded by each other and create a particularly and uniquely disadvantaged group. This specific group of students is more likely to have still lower levels of educational attainment and worse life outcomes as correlated to educational attainment. Recognizing the prevalence of immigrants in the education system and school resource disparity, this paper seeks to outline this intersection. In particular, it will emphasize the effects of different school resources on key components of student outcomes, such as teacher and peer relationships. Moreover, discussion of student success in this paper will be situated within the American context: focusing on high school completion, high achievement on standardized exams, and demonstrable success in the form of good grades and high extracurricular involvement. Ultimately, this paper will outline a possible future path for research to better serve the changing demographics in American schools and provide a normative argument as to the importance of this research. [From Introduction]en_US
dc.format.extent40 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with the source.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subject.otherWashington and Lee University, Shepherd Poverty Programen_US
dc.titleAn Intersectional Approach to Immigrants in Public Education: The Mediating Effect of Income for Immigrant Students in the U.S. Public Education Systemen_US
dc.typeTexten_US
dcterms.isPartOfRG38 - Student Papers
dc.rights.holderHernandez Barcena, Lorena
dc.subject.fastPoor -- Educationen_US
dc.subject.fastImmigrants -- Educationen_US
dc.subject.fastMulticulturalismen_US
dc.subject.fastIntersectionalityen_US
local.departmentShepherd Poverty Programen_US
local.scholarshiptypeCapstoneen_US


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