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Academic Barriers for Migrant Middle School Students in Salinas, California

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Academic Barriers for Migrant Middle School Students in Salinas, California San Jose State University SJSU ScholarWorks Master's Theses Master's Theses and Graduate Research Spring 2017 Academic Barriers for Migrant Middle School Students in Salinas, California Alexa Terhorst San Jose State University Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses Recommended Citation Terhorst, Alexa, "Academic Barriers for Migrant Middle School Students in Salinas, California" (2017). Master's Theses. 4825. DOI: https://doi.org/10.31979/etd.bd9w-82ra https://scholarworks.sjsu.edu/etd_theses/4825 This Thesis is brought to you for free and open access by the Master's Theses and Graduate Research at SJSU ScholarWorks. It has been accepted for inclusion in Master's Theses by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. ACADEMIC BARRIERS FOR MIGRANT MIDDLE SCHOOL STUDENTS IN SALINAS, CALIFORNIA A Thesis Presented to The Faculty of the Department of Anthropology San José State University In Partial Fulfillment of the Requirements for the Degree Master of Arts by Alexa Terhorst May 2017 © 2017 Alexa Terhorst ALL RIGHTS RESERVED The Designated Thesis Committee Approves this Thesis Titled ACADEMIC BARRIERS FOR MIGRANT MIDDLE SCHOOL STUDENTS IN SALINAS, CALIFORNIA by Alexa Terhorst APPROVED FOR THE DEPARTMENT OF ANTHROPOLOGY SAN JOSÉ STATE UNIVERSITY May 2017 Marco Meniketti, Ph. D. Department of Anthropology A.J. Faas, Ph. D. Department of Anthropology Charlotte Sunseri, Ph. D. Department of Anthropology ABSTRACT ACADEMIC BARRIERS FOR MIGRANT MIDDLE SCHOOL STUDENTS IN SALINAS, CALIFORNIA by Alexa Terhorst The educational barriers facing migrant students are examined in this research based on the experiences of teachers and Mexican migrant middle school students in Salinas, California. Through the research, I ask if academic barriers for migrant students differ from obstacles of their peers and if so, what are those differences? The barriers to migrant students’ education were explored through a literature review, examining themes of parental involvement, teacher–student relationships, student self-esteem, and the use of educational programs. Through snowball sampling, semi-structured interviews, and surveys, data were collected from four teachers and 18 migrant students to understand how these themes manifested and affected educational experiences. Research results have shown that positive teacher–student relationships were dependent on respect and understanding of one’s cultural background. Both academic and migration stresses affected student self-esteem and attitude towards schooling. Educational programs organized by various educational institutions helped students develop skills needed to meet state testing requirements despite outside social and cultural factors. Interviews demonstrated parents’ inability to support their children academically due to educational, language, or working restrictions. This research contributes to an increased understanding of migrant education by identifying and analyzing consistent experiences of migrant students within the American educational system. ACKNOWLEDGMENTS As with everything in life, one does not achieve personal success without the help and support of others. My appreciation first goes to my committee members. Throughout my three years at San José State University, they have discussed the topic of migrant education with me and challenged my approaches to this thesis. The time and continual effort they have dedicated in helping me frame this research has been gracious and much appreciated. I am also grateful for the invaluable participation from members of the MCOE community including, but not limited to, Summer Prather-Smith, Jorge Morales, Christopher Cambern, and all MCOE migrant counselors. Without their help, this research could not exist. They gave me the resources needed to work with students, parents, and teachers to make my interviews and surveys possible. It was an honor to work with them and an encouragement to see their dedication for migrant students. I am eternally thankful for the teachers and students involved. These individuals took time to discuss issues related to migrant education and were willing to share personal stories and experiences with me. They saw the importance of this topic and generously offered to share their experiences for others to read and learn from. Thank you. v TABLE OF CONTENTS List of Tables ..................................................................................................................... ix Chapter 1: Problem Statement and Background ................................................................. 1 Introduction .................................................................................................................... 1 No Child Left Behind Act of 2001 ................................................................................. 5 NCLB and Migrant Region Requirements ..................................................................... 6 Chapter 2: Literature Review .............................................................................................. 9 Bourdieu and Passeron’s Cultural Capital ...................................................................... 9 Ogbu and Simons’ Cultural–Ecological Theory .......................................................... 12 Parental Involvement .................................................................................................... 14 Migrancy and Economics ............................................................................................. 18 Teacher–Student Relationships .................................................................................... 20 Effects of Self-Esteem .................................................................................................. 24 Education Programs ..................................................................................................... 31 Academic Performance and NCLB .............................................................................. 33 Chapter 3: Methods ........................................................................................................... 38 Research Goals ............................................................................................................. 38 Networks ...................................................................................................................... 39 Interviews ..................................................................................................................... 40 Surveys ......................................................................................................................... 44 Analyzing Data ............................................................................................................. 45 Applying Theoretical Concepts .................................................................................... 46 vi Chapter 4: Fieldwork and Results ..................................................................................... 49 How Teachers and Students Understand Migrants ...................................................... 49 No Child Left Behind and State Testing ...................................................................... 51 Student Academics ....................................................................................................... 54 Migration Behaviors ..................................................................................................... 59 Parental Involvement .................................................................................................... 63 Education Programs ..................................................................................................... 67 Teacher and Student Relationships .............................................................................. 69 Self-Esteem in School .................................................................................................. 75 Theoretical Frameworks ............................................................................................... 78 Chapter 5: Discussion ....................................................................................................... 81 Methods Migrant Students Use to Meet California Academic Standards .................... 81 Educational Barriers ..................................................................................................... 83 Social Factors Affecting Confidence and Self-Esteem ................................................ 87 Cultural Capital and Cultural–Ecological Theory ........................................................ 89 Chapter 6: Conclusion ...................................................................................................... 94 Research Conclusions ................................................................................................... 95 Limitations .................................................................................................................... 98 What I Would Have Done Differently ....................................................................... 100 Recommendations for Future Research ..................................................................... 102 References ....................................................................................................................... 106 Appendices .....................................................................................................................
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