Different ways to broker: school social workers, resource distribution, and equity for immigrant students

Authors

Benjamin J. Roth, University of South Carolina
Leticia Villarreal Sosa, The University of Texas Rio Grande ValleyFollow
Tasha Childs, University of Missouri
Sophia Rodriguez, University of Maryland at College Park

Document Type

Article

Publication Date

5-13-2024

Abstract

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.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis. Published version available at https://doi.org/10.1080/15313204.2024.2351805

Recommended Citation

Roth, B. J., Villarreal Sosa, L., Childs, T., & Rodriguez, S. (2024). Different ways to broker: school social workers, resource distribution, and equity for immigrant students. Journal of Ethnic & Cultural Diversity in Social Work, 1–11. https://doi.org/10.1080/15313204.2024.2351805

Publication Title

Journal of Ethnic & Cultural Diversity in Social Work

DOI

10.1080/15313204.2024.2351805