Graduation Year
2025
Document Type
Senior Thesis
Degree
Bachelor of Arts
Primary Major
Literary and Intercultural Studies
Primary Minor
Education
Thesis Advisor
Joan Baranow, PhD
Abstract
This thesis explores the challenges faced by immigrant students, particularly newcomers and English-language learners, in the American education system. Through an analysis of differentiated instruction and social-emotional learning (SEL), the paper highlights how tailored educational strategies can address gaps in academic achievement and social-emotional development. Drawing from personal experience as an educator and immigrant, the study emphasizes the critical role of culturally responsive teaching and programs that foster family engagement. Findings from observations and interventions in after-school and summer programs underscore the transformative impact of social-emotional learning competencies such as self-management and growth mindset on student engagement, behavior, and attendance. This work advocates for holistic approaches that prioritize inclusivity and adaptability, ensuring every student has the tools to thrive academically and personally.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Family and Consumer Sciences Commons