Transnational Messages: Experiences of Chinese and Mexican Immigrants in American SchoolsAnnotation Spurred by the observation that the exchange of information is one of the major resources available to immigrant students, Brittain (education, U. of California-Berkeley) investigates whether members of the two immigrant groups interact with other students from the same country and exchange information about their experiences in American schools that shaped their schooling experience. Her study provides insight into how perceptions of US schools are constructions among transnational human groups of co-nationals and how they reflect specific values or expectations that Chinese and Mexican immigrant children hold regarding American schooling. Annotation c. Book News, Inc., Portland, OR (booknews.com). |
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Page 174
... standards are compared to U.S. academic , pedagogical , and instructional standards within the schools the immigrant children eventually attend . The co - national , as the major reference group for immigrants in the school , was a ...
... standards are compared to U.S. academic , pedagogical , and instructional standards within the schools the immigrant children eventually attend . The co - national , as the major reference group for immigrants in the school , was a ...
Page 184
... standards in American schools . Half of the Chinese students who gave Academic Messages indicated that they would provide some advice to the newcomer regarding how to become academically engaged - studying hard . However , these answers ...
... standards in American schools . Half of the Chinese students who gave Academic Messages indicated that they would provide some advice to the newcomer regarding how to become academically engaged - studying hard . However , these answers ...
Page 193
... standards to be less rigorous in the U.S. than in China . Therefore , Chinese children still feel they will be doing well while they take the time to learn English . For example , a boy whose mother has some college education ( no ...
... standards to be less rigorous in the U.S. than in China . Therefore , Chinese children still feel they will be doing well while they take the time to learn English . For example , a boy whose mother has some college education ( no ...
Contents
Transnational Social Spaces in American Schools | 37 |
Tables | 51 |
Chinese and Mexican Transnational Migration ང ཎྜ ཧུ ཚ ནྲྀ བྲྀ ཊུཙྪཱ 283 | 103 |
Copyright | |
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Common terms and phrases
13 year-old boy 13 year-old girl academic demands Academic Messages African American American schools assimilation Baja California behaviors boy from Jalisco China Chinese and Mexican Chinese children Chinese group Chinese immigrants Chinese Mexican Chinese sample Chinese students classroom co-national peers country of origin cultural Current Messages curriculum economic English language English Messages English proficiency ethnic Exam Schools Fujian gangs girl from Guangdong grade Guarnizo higher education homework Hong Kong human collectivities immigrant children immigrant groups immigrant students Latino learn English less demanding major messages prior Mexican children Mexican group Mexican immigrants Mexican messages Mexican sample Mexico City negative messages negative perceptions Negative Positive newcomers parents peer choice Peer Messages positive messages positive perceptions Prior Messages prior to immigration programs school context School Messages sectors social capital Social Messages source of messages specific Teacher Messages transnational messages transnational social spaces transnational space U.S. schools Welcoming Messages
References to this book
Asian American Identities, Families, and Schooling Clara C. Park,A. Lin Goodwin,Stacey J. Lee No preview available - 2003 |