Healthcare access brokerage by school employees for Immigrant Mexican and Indigenous Guatemalan farmworking families in a Connecticut elementary school
Principal Investigator(s): View help for Principal Investigator(s) Rebecca Campbell-Montalvo
Version: View help for Version V1
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Project Citation:
Campbell-Montalvo, Rebecca. Healthcare access brokerage by school employees for Immigrant Mexican and Indigenous Guatemalan farmworking families in a Connecticut elementary school. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-12-02. https://doi.org/10.3886/E155923V1
Project Description
Summary:
View help for Summary
It is known that Florida school
employees facilitate or broker healthcare access for migrant and farmworking
families, but it is not known how states without a Migrant Education Program
might also broker healthcare access. The present study examines the role of
school employees in brokering healthcare access to immigrant Mexican and Indigenous
Guatemalan farmworking families in Connecticut. Informed by prior work, interviews
(n=12) with parents and elementary school employees showed that 1) a vast array
of non-Migrant Advocate school employees, mostly women, directly
brokered physical and psychosocial healthcare access, and 2) barriers to brokerage included language
inaccessibility, school employee gaps in knowledge of MSF healthcare needs, and
transportation issues. Importantly, the school’s location near MSF homes is an
important contributor to the success of the school’s brokerage efforts.
Findings offer insight into how a school health broker model might be
implemented, and advance understandings of MSF health and healthcare access.
Funding Sources:
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Collaboratory on School and Child Health at the University of Connecticut;
El Instituto: Institute of Latina/o, Caribbean, and Latin American Studies at the University of Connecticut
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