Citation

GROUP 2. Crossing borders and transforming expectations: The school experiences of recent immigrant children

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Abstract:

NAME OF DISSERTATION FACULTY CHAIRPERSON: Dr. Audra Skukauskaite

ANTICIPATED STAGE IN PROGRAM: Dissertation draft

OBJECTIVES/QUESTIONS TO BE ANSWERED:

The study focuses on immigrant student experiences and understandings from their point of view. The question for the study is how do recent immigrant students coming with previous formal schooling in Yoliztli, Mexico, describe their schooling experiences in an Ollin, Texas public elementary school as compared to their former education in Yoliztli? The question is based on the assumption that “the educational process can be greatly enhanced when teachers learn about their students’ current or previous life” (Gonzalez, Moll, & Amanti, 2004, p. 6). This study will pose directions for future research that can investigate strategies educators can consider for educational achievement of children from Mexican-origin immigrant families based on the findings of a constant comparison children made between both Yoliztli and Ollin’s educational settings from the students’ perspectives.


MY DISSERTATION EXPECTS AUDIENCE TO UNDERSTAND:

My study examines the students’ point of view, attitudes and feelings about their journey between schools in Mexico and the United States. The purpose of this research study is to give voice to children that had experienced formal schooling in both Ollin and Yolizli, capturing their interpretations and reactions to different schooling systems from different countries.


THEORETICAL FRAMEWORK AND CONNECTION WITH LITERATURE:


The theory leading my research revolves around Bronfenbrenner’s ecological framework (1986). The ecological theory implies that the development of children is determined and shaped by their personal attributes as well as the uniqueness of the context. Children in this study get to experience more than one school context that might have different rules and expectations that can influence their school experiences.
Macias (1990) argued that “the immigrant educational experience in the United States has rarely been examined in its full context as a transition from one constellation of related phenomena – schooling that takes place within a particular family, institutional, social, and cultural environment – to another, nonequivalent set of experiences in the United States” (Macias, 1990, p.292). Macias (1990) also claims that United States’ educators and policy makers are not capable to account in a more efficient way for immigrant’s prior school experiences because these people do not know much about this group of students. Therefore, educational decisions in United States’ schools are taking place without any educated guidance.

METHODOLOGY

This study examines how recent immigrant children coming with previous formal schooling in Yoliztli describe their schooling experiences in an Ollin public elementary school as compared to their former education in Yoliztli. In seeking to understand children’s schooling experiences in Ollin as compared to Yoliztli, I examine what students consider cultural practices in their former Yoliztli schools, and how they compare their prior experiences to the cultural practices in their current school in Ollin.
By examining what children say about the cultural school contexts, and how they juxtapose their past and present schooling in open ended interviews, I make visible factors that influence recent immigrant children’s educational experiences and successes at Ollin South Elementary school. By employing ethnographic research tools for data collection and analysis, I obtained an understanding of immigrant children’s schooling perspectives, tacit knowledge, and subjective understandings from the insider’s or emic perspective (Anderson-Levitt, 2003).


EVIDENCE TO SUPPORT CONCLUSIONS
N/A
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492360_index.html
Direct Link:
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MLA Citation:

Bolt, Alicia. "GROUP 2. Crossing borders and transforming expectations: The school experiences of recent immigrant children" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492360_index.html>

APA Citation:

Bolt, A. J. , 2011-05-01 "GROUP 2. Crossing borders and transforming expectations: The school experiences of recent immigrant children" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492360_index.html

Publication Type: CIES New Scholar Fellow Proposal
Review Method: Peer Reviewed
Abstract: NAME OF DISSERTATION FACULTY CHAIRPERSON: Dr. Audra Skukauskaite

ANTICIPATED STAGE IN PROGRAM: Dissertation draft

OBJECTIVES/QUESTIONS TO BE ANSWERED:

The study focuses on immigrant student experiences and understandings from their point of view. The question for the study is how do recent immigrant students coming with previous formal schooling in Yoliztli, Mexico, describe their schooling experiences in an Ollin, Texas public elementary school as compared to their former education in Yoliztli? The question is based on the assumption that “the educational process can be greatly enhanced when teachers learn about their students’ current or previous life” (Gonzalez, Moll, & Amanti, 2004, p. 6). This study will pose directions for future research that can investigate strategies educators can consider for educational achievement of children from Mexican-origin immigrant families based on the findings of a constant comparison children made between both Yoliztli and Ollin’s educational settings from the students’ perspectives.


MY DISSERTATION EXPECTS AUDIENCE TO UNDERSTAND:

My study examines the students’ point of view, attitudes and feelings about their journey between schools in Mexico and the United States. The purpose of this research study is to give voice to children that had experienced formal schooling in both Ollin and Yolizli, capturing their interpretations and reactions to different schooling systems from different countries.


THEORETICAL FRAMEWORK AND CONNECTION WITH LITERATURE:


The theory leading my research revolves around Bronfenbrenner’s ecological framework (1986). The ecological theory implies that the development of children is determined and shaped by their personal attributes as well as the uniqueness of the context. Children in this study get to experience more than one school context that might have different rules and expectations that can influence their school experiences.
Macias (1990) argued that “the immigrant educational experience in the United States has rarely been examined in its full context as a transition from one constellation of related phenomena – schooling that takes place within a particular family, institutional, social, and cultural environment – to another, nonequivalent set of experiences in the United States” (Macias, 1990, p.292). Macias (1990) also claims that United States’ educators and policy makers are not capable to account in a more efficient way for immigrant’s prior school experiences because these people do not know much about this group of students. Therefore, educational decisions in United States’ schools are taking place without any educated guidance.

METHODOLOGY

This study examines how recent immigrant children coming with previous formal schooling in Yoliztli describe their schooling experiences in an Ollin public elementary school as compared to their former education in Yoliztli. In seeking to understand children’s schooling experiences in Ollin as compared to Yoliztli, I examine what students consider cultural practices in their former Yoliztli schools, and how they compare their prior experiences to the cultural practices in their current school in Ollin.
By examining what children say about the cultural school contexts, and how they juxtapose their past and present schooling in open ended interviews, I make visible factors that influence recent immigrant children’s educational experiences and successes at Ollin South Elementary school. By employing ethnographic research tools for data collection and analysis, I obtained an understanding of immigrant children’s schooling perspectives, tacit knowledge, and subjective understandings from the insider’s or emic perspective (Anderson-Levitt, 2003).


EVIDENCE TO SUPPORT CONCLUSIONS
N/A


Similar Titles:
Mother-child discrepancy: Interpretations of children’s school experience and educational expectations

What happens after the trip? Using teacher inquiry groups to extend a cross-border experience in Mexico into U.S. school contexts

Stories without Borders: The New Immigrant Experience and the Impact of Undocumented Status on the Immigrant Latina/o Student in a Public Secondary School Setting


 
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