U.S. public schools are experiencing unprecedented diversity, marked by a notable increase in Spanish-speaking immigrant students. Despite their unique cultural contributions, these students face systemic challenges impacting their well-being and academic success; this course is designed to familiarize participants with their experiences and equip them with strategies to enhance the educational environment for this demographic.
On Demand
Course Type: Video
CE/CEU Offered: ASWB ACE/1.25 Cultural Competence; CA (CAADE)/1.0; CA (CADTP)/1.0; CA (CCAPP-EI)/1.0; CE Broker/1.0 Cultural Diversity, Social And Cultural Foundations, Knowledge Of Sociological Factors, CE Broker #20-1188570; CE Hours/1.0; CT (CCB)/1.0; GA (ADACBGA)/1.0; IACET/0.1; MO (MCB)/1.0; NAADAC/1.0 Counseling Services, Case Management; NY-Contact Hours/1.0 Self-Study; OH (OCDP)/1.0 CC, C2; OK (LPC/LMFT)/1.0; OK (OBLADC)/1.0
Course Preview
Watch the first six minutes of the course. Register for immediate access to the full course, which will also appear on your Pending Courses page.
Learning Outcomes
- After this course, participants will be able to describe the challenges that immigrant students face, both as immigrants generally and in U.S. public schools.
- After this course, participants will be able to explain the cultural wealth, resilience, and unique resources that immigrant students possess, and how these resources can be utilized in the school environment
- After this course, participants will be able to identify policies and practices that both stymy and support immigrant students in processes of acculturation and inclusion.
Course created on March 13, 2024
Agenda
| 0-5 Minutes | Introduction |
| 5-10 Minutes | Statistics on changing demographics of public schools, and how schools are such powerful contexts of reception for immigrant students |
| 10-15 Minutes | Immigrant students – what challenges do you think they face in schools? |
| 15-35 Minutes | Deep dive on challenges faced (including migration-related trauma) and prevailing ideologies (including deficit mindsets and Euro-centric ideas of achievement) in public schools |
| 35-45 Minutes | Exploring the cultural wealth of immigrant students |
| 45-55 Minutes | Transformative approaches to supporting immigrant students at the individual/building level |
| 55-66 Minutes | Summary and Q&A |
Reviews
15 ReviewsPresented By
Stephanie Carnes
PhD, MSW LCSW, LL.M
Dr. Stephanie Carnes, LCSW, LL.M is a bilingual social worker/PhD with over a decade of clinical, research, and advocacy experience in culturally responsive and sustaining education and mental health. In her clinical work, she primarily worked with Central American immigrant youth, first in a federally funded shelter program and subsequently at a large public high school in New York’s Westchester County. As a consultant, she regularly works with school districts and community organizations to provide professional development on culturally responsive education and supporting the development of policies and practices to support newcomer immigrant students. Additionally, she has conducted extensive research on interdisciplinary collaboration and burnout in public schools and works closely with schools to help professionals and educators develop personalized “toolkits” for effective self-care. Dr. Carnes is a member of the School Social Workers Association of America (SSWAA) National Working Group on SEL, an advisory board shaping school social work policy. She frequently authors peer-reviewed articles related to culturally responsive education and mental health with refugee and immigrant youth.
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Sponsor Disclosure: This Course is presented by continued Social Work.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
Course participation information
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