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). |
From inside the book
Results 1-3 of 8
Page 42
... discussed previously . For immigrant children who perceive that their national groups are viewed negatively in the school setting , a human collectivity that values their ethnicity or national origin can be appealing , especially for ...
... discussed previously . For immigrant children who perceive that their national groups are viewed negatively in the school setting , a human collectivity that values their ethnicity or national origin can be appealing , especially for ...
Page 105
... discussed in detail in chapters 5 through 7. Because children often articulated more than one message in their responses to one question ( e.g. , children talking about teachers and peers prior to immigration ) , there is no one ...
... discussed in detail in chapters 5 through 7. Because children often articulated more than one message in their responses to one question ( e.g. , children talking about teachers and peers prior to immigration ) , there is no one ...
Page 119
... discussed in the transnational conversations . For the Mexican group , Mexican children may have fewer opportunities to develop a second language in Mexico . Public schools usually do not offer foreign language courses , especially in ...
... discussed in the transnational conversations . For the Mexican group , Mexican children may have fewer opportunities to develop a second language in Mexico . Public schools usually do not offer foreign language courses , especially in ...
Contents
Transnationalism | 11 |
Transnational Social Spaces in American Schools | 37 |
Methodology | 49 |
Copyright | |
9 other sections not shown
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 |