"Good" Students and "Involved" Mothers: Latin@ Responses to Normalization Pressures in Schools

Autor/inn/en	Cuero, Kimberley Kennedy; Valdez, Veronica E.
Titel	"Good" Students and "Involved" Mothers: Latin@ Responses to Normalization Pressures in Schools
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 25 (2012) 3, S.317-338 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2010.529845
Schlagwörter	Public Schools; Mexican Americans; Mothers; Parent Participation; Parent School Relationship; Social Class; Ethnicity; Immigrants; At Risk Students; Educational Environment; Environmental Influences; School Culture; Acculturation; Elementary Schools; Student Behavior; Compliance (Psychology); Academic Achievement + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Hispanoamerikaner; Mother; Mutter; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Social classes; Soziale Klasse; Ethnizität; Immigrant; Immigrantin; Immigranten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Schulkultur; Schulleben; Akkulturation; Elementary school; Grundschule; Volksschule; Student behaviour; Schülerverhalten; Schulleistung
Abstract	Drawing from two in-depth qualitative studies, we used a sociocultural lens for a cross-case analysis examining how Latin@s' participation in schools is affected by ideological messages that subordinately position them in terms of their ethnicity, class, and immigrant status. We identified a range of dynamic responses to the school's normalization pressures: (1) "echando ganas" [giving it their all] in school while labeled "at risk", (2) living through school with perceived success, and (3) threatening the school's normalization process. This paper emphasizes the need to create inclusive spaces that acknowledge, reward, and support the efforts and agency of students and parents that go beyond school-prescribed normalization practices. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10