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 34
Experiences of Chinese and Mexican Immigrants in American Schools Carmina Brittain. because transnational social spaces ... space may take in terms of organization and practice may be very different across different immigrant groups ...
Experiences of Chinese and Mexican Immigrants in American Schools Carmina Brittain. because transnational social spaces ... space may take in terms of organization and practice may be very different across different immigrant groups ...
Page 35
... transnational spaces also influences social and political institutions in both the receiving and the sending communities . However , there are limitations on the agency that participants in a transnational social space can exercise ...
... transnational spaces also influences social and political institutions in both the receiving and the sending communities . However , there are limitations on the agency that participants in a transnational social space can exercise ...
Page 36
... transnational grassroots organizations of Central American origin ( Landolt , Austler , & Baires , 1999 ; Popkin , 1999 ) . Further , some argue that the distribution of benefits within the transnational space is not only unequal , but ...
... transnational grassroots organizations of Central American origin ( Landolt , Austler , & Baires , 1999 ; Popkin , 1999 ) . Further , some argue that the distribution of benefits within the transnational space is not only unequal , but ...
Contents
Transnational Social Spaces in American Schools | 37 |
Tables | 51 |
Chinese and Mexican Transnational Migration ང ཎྜ ཧུ ཚ ནྲྀ བྲྀ ཊུཙྪཱ 283 | 103 |
Copyright | |
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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 |