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 123
... problem , not a school problem . Therefore , even if peers are involved in gangs in the school , it is likely that Chinese participants did not construct the issue of gangs as something that " belongs " to the school . Since the ...
... problem , not a school problem . Therefore , even if peers are involved in gangs in the school , it is likely that Chinese participants did not construct the issue of gangs as something that " belongs " to the school . Since the ...
Page 192
... problem would be if you couldn't understand English , but they have ESL , so there is no real problem . " -15 year - old girl from Shanghai While she recognized that limited English proficiency presents a problem for the newcomer , she ...
... problem would be if you couldn't understand English , but they have ESL , so there is no real problem . " -15 year - old girl from Shanghai While she recognized that limited English proficiency presents a problem for the newcomer , she ...
Page 223
... problems . Children who did not present a discipline problem for the teacher usually gained the teacher's attention and support over time . Further , in this middle school it has become a common rule that children perceived that ...
... problems . Children who did not present a discipline problem for the teacher usually gained the teacher's attention and support over time . Further , in this middle school it has become a common rule that children perceived that ...
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 |