Teacher Perceptions of Academic Engagement and Social-Emotional Outcomes for Students With Schooling Gaps

Furrer (Jessica)¹, Umaña (Ileana)^1
1Texas A&M University

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

teacher perceptions, schooling gap, interrupted education, academic engagement, social-emotional outcomes

Summary

 

Teachers frequently identify language differences as a barrier to supporting English language learners (ELLs) learning; however, teachers also have begun to identify schooling gaps as another challenge. Schooling gaps are estimated to affect around 10% of immigrant and refugee students and are associated with lower academic achievement and higher attrition (Potochnick, 2018). Although previous studies have examined teachers’ experiences with students with interrupted formal education (SIFE), they have generally consisted of teachers self-reported need for more support and training. This study is the first to quantitatively explore teacher perceptions of SIFE academic engagement and social-emotional outcomes.

Data from 86 Latino ELL students was analyzed to examine group differences in academic (i.e. academic engagement) and social-emotional (i.e. resiliency and acculturative stress) outcomes between SIFE and non SIFE. Preliminary results from T-tests showed that teachers reported significantly lower levels of academic engagement for students with schooling gaps (M= 37.43; SD= 8.02) than for those with no gaps (M= 48.94; SD= 8.04); t(23)= 3.22, p=.004. no statistically significant results were identified for social-emotional outcomes. The results of this study will allow researchers and conference attendees to discuss future directions to support the lifelong learning of teachers of students with interrupted education.

Auteurs