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 65
... major categories and identified more specific key themes . This second coding allowed me to merge or eliminate major categories according to the distinctive nature of the theme . From the key words or themes , I generated a list of ...
... major categories and identified more specific key themes . This second coding allowed me to merge or eliminate major categories according to the distinctive nature of the theme . From the key words or themes , I generated a list of ...
Page 76
... major under - serviced areas within urban and developed areas in coastal provinces ( major centers of migration to the U.S. ) and in towns of medium development in rural areas ( http : // www- chaos.umd.edu/history/part3 ) . However ...
... major under - serviced areas within urban and developed areas in coastal provinces ( major centers of migration to the U.S. ) and in towns of medium development in rural areas ( http : // www- chaos.umd.edu/history/part3 ) . However ...
Page 82
... major areas . Further , most of the participants in this study came from the largest provinces in China , including Sichuan ( largest ) , Shangdong ( 3rd largest ) , Guangdong ( 5th largest ) , and Hubei ( 9th largest ; Osborne , Fu ...
... major areas . Further , most of the participants in this study came from the largest provinces in China , including Sichuan ( largest ) , Shangdong ( 3rd largest ) , Guangdong ( 5th largest ) , and Hubei ( 9th largest ; Osborne , Fu ...
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 |