Education of Non-European Ancestry Immigrant Students in Suburban High Schools

Autor/inn/en	Shodavaram, Mary P.; Jones, Lisa A.; Weaver, Laurie R.; Marquez, Judith A.; Ensle, Anne L.
Titel	Education of Non-European Ancestry Immigrant Students in Suburban High Schools
Quelle	In: Multicultural Education, 16 (2009) 3, S.29-36 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	English (Second Language); Likert Scales; Secondary School Teachers; Immigrants; High School Students; Suburban Schools; Minority Groups; Teacher Attitudes; Cultural Influences; Academic Achievement; Student Needs; Special Needs Students; Teacher Characteristics; Cultural Pluralism; Student Diversity; Language Usage; Language of Instruction; Parent Influence; Teacher Responsibility; Texas + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Likert-Skala; Immigrant; Immigrantin; Immigranten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Ethnische Minderheit; Lehrerverhalten; Cultural influence; Kultureinfluss; Schulleistung; Sonderpädagogischer Förderbedarf; Kulturpluralismus; Sprachgebrauch; Teaching language; Unterrichtssprache; Lehrverpflichtung
Abstract	The purpose of this study was to examine suburban high school teachers' beliefs about non-European ancestry immigrant students; more specifically, suburban teachers' beliefs regarding the impact of students' cultural backgrounds on academic performance were examined. Non-European ancestry immigrant students are those students whose ancestral background is other than European such as, African, Asian, Mexican, Pacific Islanders, Arabic, and Central and South American. These include recent immigrants and first and second generation immigrants who are the children of immigrants and were born in the U.S. The research question guiding this study was: What are suburban high school teachers' personal and professional beliefs about immigrant students of non-European ancestry? The study took place in a school district located in a suburb of a southeast Texas metropolitan area. "Beliefs of General Education Suburban Teachers Towards non-European Ancestry Immigrant Students" (B-GEST), a five point Likert-type scale survey, was used and distributed to 350 general education teachers at two high school campuses. Responses were received from 183 participants for a 52% return rate. The results of the B-GEST indicate that teachers believe in the need to be aware of immigrant students and the challenges of being an immigrant. They also believe in integrated classrooms for racially isolated students and in teaching according to the needs of immigrant students irrespective of the subject they teach. The authors discuss the (1) demographic background; (2) results from the Likert Scale items about the personal beliefs of teachers and the open-ended comments related to those beliefs; and (3) professional beliefs of teachers and the open-ended comments related to those beliefs. (Contains 10 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10