Examining the Academic and Personal-Social Experiences of Latina/o Children in Southeastern U.S. Rural, Burgeoning Latino Communities

José A. Villalba, Maria Brunelli, Lucy Lewis, Carrie Wachter


Between the 1990 and 2000 U.S. Census several Southeastern states, largely void of a permanent Latino population prior to 1990, witnessed significantly large increases in the number of Latina/o residents, particularly in rural communities. This study was designed to ascertain the impressions of non-Latina/o teachers and school counselors working with Latina/o youngsters in elementary school settings in these communities through the use of focus group methodologies. Four general themes were identified using the Consensual Qualitative Research method of analysis: (I) Academic factors affecting Latina/o children in burgeoning communities; (II) School interventions used for addressing academic factors; (III) Latina/o children and family characteristics in burgeoning communities; and (IV) personal-socialeconomic factors impacting Latina/o children in burgeoning communities.


August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.

Crawford, J. (1999). Bilingual education: History, politics, theory and practice (4th ed.). Los Angeles, CA: Bilingual Educational Services.

Dinsmore, J. A., & Hess, R. S. (1999). Preparing teachers for diversity in rural America. The Rural Educator, 20, 19-24

Gopaul-McNicol, S., & Thomas-Presswood, T. (1998). Working with linguistically and culturally different children: Innovative clinical and educational approaches. Boston, MA: Allyn & Bacon.

Hamann, E. T., Wortham, S., & Murillo, E. G. (2002). Education and policy in the new Latino diaspora. In S. Wortham, E. G. Murillo, & E. T. Hamann (Eds.), Education in the new Latino diaspora. Westport, CT: Ablex Publishing.

Hendrickson, S. M., McCarthy Veach, P., & LeRoy, B. S. (2002). A qualitative investigation of student and supervisor perceptions of live supervision in genetic counseling. Journal of Genetic Counseling, 11, 25-49.

Hill, C., Knox, S., Thompson, T. J., Williams, E. N., Hess, S., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52, 196-205.

Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517-572.

Hovey, J. D., & King, C. A. (1996). Acculturative stress, depression, and suicidal ideation among immigrant and second-generation Latino adolescents. Journal of the American Academy of Child Adolescent Psychiatry, 35, 1183-1192.

Krueger, R. A. (1998). Developing questions for focus groups: Focus group kit 3. Thousand Oaks, CA: Sage.

Livingston, A., & Wirt, J. (2004). The condition of education 2004. U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

Mejia, D. (1983). The development of Mexican-American children. In G. J. Powell, J. Yamamoto, A. Romero, & A. Morales (Eds.), The psychological development of minority group children (pp. 483-489). New York: Brunner/Mazel.

Martin, B. N. (2001). Meeting the challenge of a changing rural school/community cultural population. The Rural Educator, 22, 1-5.

McCarthy Veach, P., Bartels, D. M., & LeRoy, B. S. (2001). Ethical and professional challenges posed by patients with genetic concerns: A report of focus group discussions with genetic counselors, physicians, and nurses. Journal of Genetic Counseling, 10, 97-119.

Morgan, D. L. (1997). Focus groups as qualitative research (2nd ed.). Thousand Oaks, CA: Sage. National Center for Education Statistics. (2002). Table by state: School year 2001-2002. Retrieved February 21, 2004, from http://nces.ed.gov/ccd/bat/Result.asp?view=Stateid=691724285

National Center for Education Statistics. (2003). Overview of public elementary and secondary schools and districts: School year 2001-2002. Retrieved February 21, 2004, from http://www.nces.ed.gov/pubs2003/snf_report03/table_01_1.osp

Pew Hispanic Center. (2005a). Hispanics: A people in motion. Washington, D.C.: Author

Pew Hispanic Center. (2005b). The new Latino south: The context and consequences of rapid population growth. Washington, D.C.: Author.

President's Advisory Commission on Educational Excellence for Hispanic Americans (2003). From risk to opportunity: Fulfilling the educational needs of Hispanic Americans in the 21st century. Retrieved February 21, 2004, from http://www.yesican.gov/paceea/final.html

The Education Trust. (2003). Latino achievement in America. Washington, D.C.: Author.

Torres, C. C. (2001, January). Changes in rural America: Producer and community strategies. Paper presented at the annual meeting of the Southern Regional Sociological Association, Fort Worth, TX.

U. S. Census Bureau. (n.d.). North Carolina quick facts. Retrieved September 13, 2004, from http://quickfacts.census.gov/qfd/states/37/37037.html

Wortham, S., & Contreras, M. (2002). Struggling toward culturally relevant pedagogy in the Latin diaspora. Journal of Latinos and Education, 2, 133-144.

Zea, M., Diehl, J., & Porterfield, S. (1997). Central American youth exposed to war and violence. In J. G. Garcia & M. Zea (Eds.), Psychological interventions and research with Latino populations (pp. 39-55). Needham Heights, MA: Allyn & Bacon.

Full Text: PDF


  • There are currently no refbacks.

Publication of the National Rural Education Association - http://www.nrea.net

Report problems or questions about to the website to jshedd@library.msstate.edu