Immigrant Acculturation in Suburban Schools Serving the New Latino Diaspora

Autor/in	Lowenhaupt, Rebecca
Titel	Immigrant Acculturation in Suburban Schools Serving the New Latino Diaspora
Quelle	In: Peabody Journal of Education, 91 (2016) 3, S.348-365 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2016.1184944
Schlagwörter	Immigrants; Acculturation; Hispanic Americans; Spanish Speaking; English Language Learners; School Districts; Enrollment Trends; Administrator Surveys; Teacher Surveys; Administrator Attitudes; Teacher Attitudes; Suburban Schools; Rural Schools; Educational Practices; Role of Education; Social Integration; Wisconsin + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Akkulturation; Hispanic; Hispanoamerikaner; School district; Schulbezirk; Lehrerverhalten; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Bildungspraxis; Bildungsauftrag; Soziale Integration
Abstract	Recent immigration patterns have led to widespread growth in school enrollments of Spanish-speakers in nontraditional immigrant destinations in many parts of the United States. This paper explores the ways in which suburban school districts respond to this demographic shift, with a focus on how schooling impacts the acculturation experiences of immigrants to this particular context. Drawing on a statewide survey of administrators and teachers in schools serving Wisconsin's New Latino Diaspora, results from suburban schools are analyzed in comparison to urban and rural contexts. In this paper, I explore the ways in which suburban schools in the study were more likely to structure integration than schools in rural or urban locales. At the same time, these contexts were less likely to provide asset-based supports for Spanish-speakers, particularly those no longer designated as "beginner" English learners. These findings suggest that the opportunity to foster additive acculturation was limited, as many schools espoused a "sink or swim" approach in the context of scarce resources. Given the ongoing growth of immigrant communities in new suburban destinations, the paper ends with implications for future research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01