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
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Page 99
... explained above . Schools were then classified according to the predominant group present in the school , usually 40 % or more ( in some schools over 60 % ) . The predominant group had the highest percentages of any ethnic group in that ...
... explained above . Schools were then classified according to the predominant group present in the school , usually 40 % or more ( in some schools over 60 % ) . The predominant group had the highest percentages of any ethnic group in that ...
Page 149
... explained his preference to make friends with White Americans : " Because the whites , anyway , they are better than the blacks . And the Americans are very polite and they are quite nice . You should know some Whites and you have to ...
... explained his preference to make friends with White Americans : " Because the whites , anyway , they are better than the blacks . And the Americans are very polite and they are quite nice . You should know some Whites and you have to ...
Page 233
... attitudes and behaviors that can either support or marginalize co- nationals in the school . VULNERABILITIES AND RESOURCES IN TRANSNATIONAL SOCIAL SPACES As explained in 233 Chapter 8: Lessons from Transnational Messages.
... attitudes and behaviors that can either support or marginalize co- nationals in the school . VULNERABILITIES AND RESOURCES IN TRANSNATIONAL SOCIAL SPACES As explained in 233 Chapter 8: Lessons from Transnational Messages.
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 |