Biliteracy and Schooling in an Extended-Family Nicaraguan Immigrant Household: The Sociohistorical Construction of Parental Involvement

Autor/in	Menard-Warwick, Julia
Titel	Biliteracy and Schooling in an Extended-Family Nicaraguan Immigrant Household: The Sociohistorical Construction of Parental Involvement
Quelle	In: Anthropology & Education Quarterly, 38 (2007) 2, S.119-137 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1525/aeq.2007.38.2.119
Schlagwörter	Daughters; Parent School Relationship; Immigrants; Community Resources; Parent Participation; Bilingualism; Urban Schools; Elementary School Students; Mothers; Family Involvement; Hispanic American Students; Hispanic Americans; Case Studies; California + Suchen Sie Ihr Suchwort? Daughter; Tochter; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Immigrant; Immigrantin; Immigranten; Elternmitwirkung; Bilingualismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mother; Mutter; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Kalifornien
Abstract	Situating parental involvement in education within a sociohistorical context, this case study of a Nicaraguan immigrant household in California contrasts the perspectives of two sisters-in-law who shared a home and whose daughters attended the same urban elementary school. Although the two women were involved in their daughters' schooling in different ways, the article illustrates how both women drew on a variety of personal, family, and community resources to support the girls' academic success. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10