scholarly journals Mexican Immigrant Mother-Daughter Conversations: Sexual Delay as a Path to Educational Achievement

2020 ◽  
Vol 14 (1) ◽  
pp. 71-95
Author(s):  
Laura F. Romo ◽  
Aída Hurtado
Keyword(s):  
Mexican American ◽  
Educational Achievement ◽  
Female Students ◽  
Mixed Methods Study ◽  
Educational Success ◽  
Sexually Active ◽  
Mexican Immigrant ◽  
Immigrant Mothers ◽  
Immigrant Mother ◽  
Self Sufficiency

In this article, we examine through quantitative and qualitative analyses Mexican immigrant mothers’ conversations about dating and sex with their teenage daughters who were not sexually active at the time of the study. The results of our mixed-methods study indicate that mothers give their daughters consejos (advice) restricting sex initiation embedded within messages that stress the importance of education as a means to achieve self-sufficiency and freedom. These messages of sexual restriction for the purpose of educational achievement and liberation are important for building a bridge of collaboration with teachers and schools to ensure the educational success of Mexican American female students. Our study examines whether the mothers’ consejos on sexual delay to achieve educational success results in their daughters’ postponement of sexual engagement for another year. We conclude by outlining the implications of our findings for teacher training.

“La Idea Mueve” (The Idea Moves Us)

2018 ◽  
Author(s):  
Gabriela González
Keyword(s):  
United States ◽  
Mexican American ◽  
The United States ◽  
Mexican Immigrant ◽  
Democratic Institutions ◽  
Scientific Racism ◽  
Men And Women ◽  
Political Beliefs ◽  
Age Of Enlightenment

The concluding chapter explains how race had served defenders of slavery by providing them with an excuse to hold men and women in bondage. For their inhumane treatment of Africans during the Age of Enlightenment to be justified, their humanity needed to be ideologically stripped away—scientific racism served that purpose. Racist theories also kept other groups in subaltern positions. Mexicans with mestizo, mulatto, and Indian genealogies experienced racialization in the United States. Simply put, Americans, proud of their liberal political heritage and their democratic institutions, needed to see oppressed groups as somehow sub-human in order to reconcile their political beliefs with the nation’s less than egalitarian realities. It is for this reason that the politics of redemption practiced by Mexican immigrant and Mexican American activists merits attention.

scholarly journals Māori whānau talk about whānau success: Findings from Round 1 of Ngā Tau Tuangahuru—the Māori and Pacific Education Initiative (MPEI) longitudinal study

2020 ◽  
pp. 1-29
Author(s):  
Fiona Cram ◽  
Tanya Samu ◽  
Reremoana Theodore ◽  
Rachael Trotman
Keyword(s):  
Social Media ◽  
Longitudinal Study ◽  
Young People ◽  
Data Collection ◽  
Extracurricular Activities ◽  
Educational Achievement ◽  
Educational Success ◽  
The Future ◽  
Main Barrier ◽  
Education Initiative

From 2009 to 2014 Foundation North, a philanthropic trust serving Auckland and Northland, funded a Māori and Pacific Education Initiative (MPEI) designed to facilitate Māori and Pacific students’ educational achievement. The longitudinal study, Ngā Tau Tuangahuru, described here was funded in late 2014 to explore what happened next for families and students who had been involved in MPEI initiatives, with a focus on family success and student educational success. The first data collection round of this study took place in 2017, and 69 families were interviewed. This article examines what the 35 Māori whānau (56 individuals) said about family success and about supporting the success of young people in their whānau. For many whānau, success embodied happiness, collective wellbeing, and good whānau relationships, alongside education and having a plan for the future. This success was most often hampered by financial restrictions. Whānau wanted young people to be achieving in education, working hard, and engaged in extracurricular activities. Getting distracted by outside influences (e.g., social media) was seen as the main barrier to young people’s success. Implications from this study for the evaluation of initiatives designed to support whānau success are presented.

Thermometer use among Mexican immigrant mothers in California

1997 ◽  
Vol 45 (9) ◽  
pp. 1315-1323 ◽  
Author(s):  
Norah Schwartz ◽  
Sylvia Guendelman ◽  
Paul English
Keyword(s):  
Mexican Immigrant ◽  
Immigrant Mothers

Gender, Education, and Immigrant Children in the United States

2020 ◽  
Author(s):  
Bic Ngo ◽  
Nimo Abdi ◽  
Diana Chandara
Keyword(s):  
United States ◽  
Asian American ◽  
Religious Identity ◽  
Mexican American ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Children ◽  
Female Students ◽  
Male Students ◽  
Racial Groups

Education research has long highlighted gender disparities in the academic achievement of women and men. At the dawn of the 20th century, men attained higher levels of education than women. By the 21st century, women from all racial groups achieved higher levels of education than men. Likewise, among the children of post-1965 “new immigrants,” female students have higher levels of educational attainment than male students. While gender has remained important as a domain of analysis for understanding disparities in education, analyses of the significance of gender in the education of immigrant children have focused primarily on differences in gender norms and expectations of immigrant groups from those of dominant culture in the United States. Such an emphasis disregards the social, cultural, and political dynamics of acculturation and adaptation where gender is shaped by the ethnic family, race and racialization, and religion, among other things. The “caring,” translational work that Mexican American girls do for parents, the racialized gender construction of Southeast Asian American male students as Other (not male), and the Islamophobia faced by Somali American female students wearing hijabs make salient family obligations, race, and religious identity, respectively, in the educational experiences and outcomes of female and male immigrant students. Considerations of gender in the education of immigrant children in the United States necessitate an intersectional analysis that puts gender in conversation with social factors and institutions.

IMMIGRANT AND US-BORN MEXICAN-OWNED BUSINESSES: MOTIVATIONS AND MANAGEMENT

2009 ◽  
Vol 14 (03) ◽  
pp. 273-295 ◽  
Author(s):  
RACHEL S. SHINNAR ◽  
MELISSA S. CARDON ◽  
MICKI EISENMAN ◽  
VIRGINIA SOLIS ZUIKER ◽  
MYUNG-SOO LEE
Keyword(s):  
Mexican American ◽  
Management Practices ◽  
Minority Group ◽  
Minority Business ◽  
National Minority ◽  
Mexican Immigrant ◽  
Start Up ◽  
Financial Benefits ◽  
Using Data ◽  
Serving Society

In this study, we seek to understand the key differences between the entrepreneurial experience for Mexican immigrant and US-born Mexican entrepreneurs. We focus on differences in motivation for start-up, reliance on ethnic enclaves and business management practices. Using data from the 2005 National Minority Business Owner Survey, our sample consisted of 156 Mexican American entrepreneurs (55 immigrants and 101 US-born). Results suggest that even within a particular minority group, there are key distinctions between immigrant and US-born entrepreneurs. For example, US-born Mexican entrepreneurs are more motivated by the individualistic financial benefits of being an entrepreneur, while Mexican immigrant entrepreneurs are more motivated by serving society and their co-ethnic community. Implications are discussed.

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