Capital, Alienation, and Challenge: How U.S. Mexican Immigrant Students Build Pathways to College and Career Identities

2018 ◽  
Vol 2018 (160) ◽  
pp. 75-87 ◽  
Author(s):  
Catherine R. Cooper ◽  
Elizabeth Domínguez ◽  
Robert G. Cooper ◽  
Ashleigh Higgins ◽  
Alex Lipka
Keyword(s):  
Immigrant Students ◽  
Mexican Immigrant ◽  
College And Career ◽  
Pathways To College

The permanence of departure: Young Mexican immigrant students’ discursive negotiations of imagined childhoods allá

2018 ◽  
Vol 45 ◽  
pp. 92-100 ◽  
Author(s):  
Sarah Gallo ◽  
Meghan Dabkowski
Keyword(s):  
Immigrant Students ◽  
Mexican Immigrant

Mexican Immigrant Students in Southern Wisconsin: Creating Dialogue Between Parents and Schools

2002 ◽  
Vol 24 (3) ◽  
pp. 9-13
Author(s):  
Margy McClain
Keyword(s):  
United States ◽  
Latin America ◽  
Rural Areas ◽  
Immigrant Students ◽  
Linguistic Diversity ◽  
The United States ◽  
Mexican Immigrant ◽  
Cultural And Linguistic Diversity ◽  
The Face

Current immigration to the U. S. consists mostly of individuals from Latin America, Asia, and Africa, and brings new kinds of cultural and linguistic diversity to the U. S. The demographic transformation of the United States is already visible in such states as California, which has become a "majority minority" state. This "new immigration" is changing the face of the U. S. in new ways as well, not only in established urban "first ports of entry," but also in smaller towns and semi-rural areas throughout the country.

The Nativistic Legacy of the Americanization Era in the Education of Mexican Immigrant Students

2011 ◽  
Vol 47 (4) ◽  
pp. 323-346 ◽  
Author(s):  
René Galindo
Keyword(s):  
Immigrant Students ◽  
Mexican Immigrant

Supporting Immigrant Children in College and Career Readiness

2021 ◽  
pp. 268-290
Author(s):  
Grace W. Wambu ◽  
Zandile P. Nkabinde
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Career Readiness ◽  
Smooth Transition ◽  
College And Career Readiness ◽  
Refugee Students ◽  
College And Career ◽  
Institutions Of Higher Learning

The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.

The Transformation of Ms. Corazón: Creating Humanizing Spaces for Mexican Immigrant Students in Secondary ESL Classrooms

2008 ◽  
Vol 10 (4) ◽  
pp. 185-191 ◽  
Author(s):  
María del Carmen Salazar ◽  
María E. Fránquiz
Keyword(s):  
Immigrant Students ◽  
Mexican Immigrant

scholarly journals Mexican-Immigrant Students Transforming Challenges into Opportunities at a Border School in the United States

2017 ◽  
Vol 1 (7) ◽  
pp. 45 ◽  
Author(s):  
Audra Skukauskaite ◽  
Alicia Bolt
Keyword(s):  
United States ◽  
Elementary School ◽  
Immigrant Students ◽  
Immigrant Families ◽  
The United States ◽  
Mexican Immigrant ◽  
Children’S Perspectives ◽  
Agents Of Change ◽  
Mexico Border ◽  
Mexican Immigrant Families

<p class="Normal1">As children of Mexican immigrant families enter schools in the United States of America, they face differences between their prior schooling experiences and the expectations in the new schools. Research on immigrant children has examined language and academic adaptation variables, yet little consideration has been given to the perspectives of children and their families and teachers. Utilizing principles of interactional ethnography, we examined elementary school student and their family and teacher perspectives about the differences between the children’s prior schooling in Mexico and their current experiences in an elementary school located in Ollin, a town in Texas, near the Mexico border.</p><p class="Normal1">Over the course of one academic year, we interviewed ten children, eight parents, and six teachers, conducted observations in schools on both sides of the border, and collected relevant documents to examine the larger social and educational contexts participants referenced in the interviews. Using an ethnographic perspective, discourse and contrastive analyses, and triangulation of sources and types of data, we focused on children’s perspectives to uncover the challenges they faced and the ways they overcame the challenges in their new, post-migration, school in Texas. </p>Children foregrounded two primary challenges:  language and play time. However, we discovered that the children, their parents and teachers did not let the challenges stop their educational opportunities. Instead, despite the challenges, children, with support of peers, teachers, and parents, actively transformed the challenges and constructed new opportunities for learning and adapting to their post-immigration school. This paper demonstrates how focusing on children’s perspectives makes visible that children and immigrant families become active agents of change, transforming challenges into learning opportunities. In the ongoing deficit models of education and negative rhetoric about immigrants, the paper shows how the people themselves take ownership of their schooling and create social and educational welfare for themselves and others. Understanding immigrants’ active participation in their schooling has a potential to impact the ways other families, educators, and policy makers view and describe their own and others’ experiences of learning, schooling, and international migration.

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