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
... personality and student - teacher relations . However , more Mexican children received negative messages about teacher's personalities from their co - nationals . It is interesting that all of the children who received negative Teacher ...
... personality and student - teacher relations . However , more Mexican children received negative messages about teacher's personalities from their co - nationals . It is interesting that all of the children who received negative Teacher ...
Page 217
... PERSONALITY MATTERS Teacher Messages were not particularly important in the Prior and Welcoming Messages . However ... personalities ( e.g. , teachers are mean ) . Chinese children became critical of teachers ' instructional and ...
... PERSONALITY MATTERS Teacher Messages were not particularly important in the Prior and Welcoming Messages . However ... personalities ( e.g. , teachers are mean ) . Chinese children became critical of teachers ' instructional and ...
Page 221
... Personalities More Mexican children gave positive messages about teachers than the Chinese children did . However ... personality factors - teachers were mean to students . " Teachers get angry , so he needs to listen . Pay attention ...
... Personalities More Mexican children gave positive messages about teachers than the Chinese children did . However ... personality factors - teachers were mean to students . " Teachers get angry , so he needs to listen . Pay attention ...
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 |