See Me, Support Me: A platform for student voice can unlock teachers' support for English language learner students in the entrance to high school.

IF 2.4 2区心理学 Q1 ETHNIC STUDIES

Cultural Diversity & Ethnic Minority Psychology Pub Date : 2026-10-01 Epub Date: 2026-02-12 DOI:10.1037/cdp0000786

Virginia Isarraras, Anmol Gupta, Michael A Ruiz, Gregory M Walton

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引用次数: 0

Abstract

Objective: English language learner (ELL) students are one of the most rapidly growing student groups. Yet often, these students are marginalized and do not feel they belong in school. Across two studies, the present work evaluates an adaptation of the lifting the bar (Walton et al., 2021) procedure to give ELL students entering high school a platform called See Me, Support Me to introduce themselves on their terms to an educator of their choosing.

Method: Study 1, a structured qualitative study (N = 11 ELL students), explored how ELL students use the See Me, Support Me platform. Next, a pilot study (N = 352 general adults) and Study 2 (N = 246 teachers) tested the effect of student self-introductions, included in a one-page letter, on responses to an ELL student.

Results: Across the studies, we find that students use the platform by affirming their commitment to education and goals to grow academically while asking an educator to partner with them in this growth. In turn, as compared with participants who did not receive this letter, those who did saw the ELL student as more committed to education and were more willing to play mentorship roles for them.

Conclusion: This work suggests the potential to provide ELL students a platform to vocalize their goals, needs, and ambitions to bring students and teachers together and help both succeed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

查看原文本刊更多论文

See Me， Support Me：学生发声平台，开启教师对高中入学英语学习者的支持。

目的：英语学习者（ELL）学生是增长最快的学生群体之一。然而，这些学生往往被边缘化，觉得自己不属于学校。在两项研究中，目前的工作评估了“举杠”（Walton et al., 2021）程序的适应性，为进入高中的ELL学生提供了一个名为“See Me, Support Me”的平台，让他们向自己选择的教育工作者介绍自己。方法：研究1是一项结构化定性研究（N = 11名ELL学生），探讨ELL学生如何使用“看我，支持我”平台。接下来，一项试点研究（N = 352名普通成年人）和研究2 （N = 246名教师）测试了学生自我介绍（包括在一页纸的信中）对对ELL学生的反应的影响。结果：在整个研究中，我们发现学生通过肯定他们对教育的承诺和学术成长的目标来使用该平台，同时要求教育工作者与他们合作实现这一成长。反过来，与没有收到这封信的参与者相比，那些收到这封信的参与者认为ELL学生更致力于教育，更愿意为他们扮演导师的角色。结论：这项工作表明，有可能为ELL学生提供一个平台，让他们说出自己的目标、需求和抱负，从而将学生和教师聚集在一起，帮助双方取得成功。（PsycInfo数据库记录(c) 2026 APA，版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cultural Diversity & Ethnic Minority Psychology Multiple-

CiteScore

5.90

自引率

6.10%

发文量

101

期刊介绍： Cultural Diversity & Ethnic Minority Psychology seeks to publish theoretical, conceptual, research, and case study articles that promote the development of knowledge and understanding, application of psychological principles, and scholarly analysis of social–political forces affecting racial and ethnic minorities.