Date of Award

Spring 2023

Author Requested Restriction

Open Access (no restriction)

Work Type

Masters Thesis

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Justin Gailey

Abstract

This research paper focuses on the effects of socioeconomic status on English language learners' overall success in school. The aspects of success discussed in this paper pertain to academics, social-emotional learning, and home practices, beliefs, and environments. Most English language learner students come from low socioeconomic status households and enter school with little to no English proficiency. This puts them at a much higher risk of developing academic struggles because of the need for more resources and opportunities, on top of acquiring a new language. They are also more likely to develop emotional and behavioral problems because of internalized behaviors such as anxiety and isolation because of home stressors, a new language, discrimination, and inequities in school. Five major themes emerged while doing this research: reading proficiency, language development, home practices, social-emotional learning, and success in math. Three guiding questions that led to the research for this paper are discussed throughout the paper and are explicitly answered in the discussion of findings.

Keywords: English language learners, socioeconomic status, academic achievement, social-emotional learning, home practices

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