Different ways to broker

School social workers, resource distribution, and equity for immigrant students

Datos Bibliográficos

ID12760134
AutoresBenjamin J Roth (0000-0002-1549-4440, University of South Carolina, autor de correspondencia), Leticia Villarreal Sosa (0000-0002-1378-4508, The University of Texas Rio Grande Valley), Tasha M Childs (0000-0001-7121-0273, University of Missouri), Sylvia Rodríguez (0000-0002-3261-1944, University of Maryland, College Park)
Año2024
Volumen34
Número4
Páginas183-193
Fecha de publicación2024-05-13
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Ethnic & Cultural Diversity in Social Work (JOURNAL)
Identificadores de la revistaISSN: 1531-3204 • E-ISSN: 1531-3212
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15313204.2024.2351805
OpenAlexW4396857008
IdiomaEN
Referencias citadas34

This study uses quantitative methods to explore the role of school social workers (SSWs) in promoting education equity for immigrant students. We focus on how SSWs act as resource brokers, connecting immigrant students to valuable resources both in schools and the wider community. Our analysis is based on data from a national survey of SSWs (N = 324). Through regression and multivariate analyses we find that a significant number of SSWs actively facilitate resource access for immigrant students. This often involves bridging the gap between teachers and immigrant parents. Notably, SSWs were more likely to engage in these brokerage activities when they recognized that the students were adversely affected by the threat of immigration enforcement. We conclude with targeted recommendations for policy and practice to better train and support SSWs as resource brokers

Business · Demographic economics · Distribution (mathematics · Economics · Equity (law · Immigration · Political science · Resource (disambiguation · Sociology · Computer Science · Education and experiences of immigrants and refugees · Law · Migration, Health and Trauma · Social Work Education and Practice