Resiliency and Success: Migrant Children in the U.S.

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US 2004 Hardcover Fine. No Dust Jacket 0.8 x 6.2 x 9 inches. Pages are clean, no markings from previous owners. Boards are clean and square. Binding is tight. Text block is ... clean. Very minor shelfwear. Read more Show Less

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This book elucidates the amazing life journeys of academically successful migrant students. Most literature on Hispanic students - especially the children of migrant farm workers who have been referred to as the 'invisible children' or the children of 'ghost workers' - has focused on the sociocultural factors that have contributed to their low level of achievement, high attrition rates, and other academic failures. Such studies lead to a deficit model, portraying Hispanic children as deficient in a variety of ways, and through its negative focus perpetuates these failures.

Offering vivid case studies of successful students, this book offers a corrective, helping teachers, education students, and researchers understand the factors that lead to success in minority language children. The authors develop the lessons of student success stories into recommendations for schools and for educational policy. Readers gain from this book the stories of real students, the challenges they faced, and the means by which students and schools may overcome language and cultural barriers to educational success.

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Product Details

  • ISBN-13: 9781594510441
  • Publisher: Paradigm Publishers
  • Publication date: 5/28/2004
  • Pages: 188
  • Product dimensions: 6.10 (w) x 9.28 (h) x 0.68 (d)

Meet the Author

Pedro Reyes, Associate Vice Chancellor, University of Texas at Austin, is the editor of the book Lessons from High-Performing Hispanic Schools: Creating Learning Communities (Teachers College Press).

Encarnacion Garza teaches at the University of Texas at San Antonio.

The late Enrique T. Trueba, University of Texas at Austin, was the coauthor of Ethnography and Schools: Qualitative Approaches to the Study of Education (Rowman and Littlefield 2002).

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Table of Contents

Ch. I The immigration experience and resiliency of Mexican families in the United States 1
The context of Mexican immigration 2
Immigration stressors 4
School performance of Mexican children 6
Resiliency 10
Social network support 12
External support 13
Personal attributes 14
Ch. II Migrant farm workers and their children 16
Role and profile of the migrant farm worker 16
The migrant child's educational experience 18
The educational system 22
A compensatory program : the migrant education program 23
Mid-1960s to early 1970s : segregated classrooms 24
Early and mid-1970s : segregated, six months, extended day 24
Mid- and late 1970s : return to segregated classrooms 25
Late 1970s to late 1980s : integrated/remedial pullout programs 25
Early 1990s to present : pullout accelerated instruction 25
Present-day approaches : schoolwide projects 26
Purpose of the migrant education program 26
Summary 27
Ch. III The struggles of the migrant lifestyle 28
Introduction 28
Belinda's experience 29
Benito's experience 35
Sonia's experience 40
Ch. IV The family - support and influence 47
Belinda's biographical data 47
Benito's biographical data 55
Sonia's biographical data 63
Ch. V The school 69
School work versus field work : mental versus physical 69
Belinda's school life and experiences 69
Benito's school life and experiences 79
Sonia's school life and experiences 83
Ch. VI The mentors - environmental resources 92
The human connection : "You can! I will help you" 92
Belinda's mentors : "If it hadn't been for you" 92
Benito's mentor : "He turned my life around" 94
Sonia's mentors : "They were always encouraging us to do our best" 96
Ch. VII The present - success against all odds 99
Belinda 99
Belinda's view of success and reflection 100
Benito 102
Benito's views of success and reflection 105
Sonia 106
Sonia's views of success and reflection 108
Destiny's architect 108
Belinda : "I could do anything I really wanted to do" 109
Benito : "I'm going to show them because I don't like to lose" 110
Sonia : "I'll show you I can make it, and I will" 111
Ch. VIII Analysis of central research questions 113
Related themes 115
Stressors : sociocultural factors 117
Mobility 117
Poverty 118
Ethnic and language minority status 119
Children's need to work 119
Family income and composition 120
Educational and occupational status 120
Substandard housing 121
Absence of learning materials 121
Personal characteristics : personal resources 121
Sonia 123
Belinda 124
Benito 125
Support : environmental resources 125
Family support 126
School support 129
Expectations and caring 131
Family expectations 131
Caring families 132
School expectations 132
Coping strategies 133
Ch. IX Lessons learned about critical ethnography and pedagogy 136
This ethnographic research project 137
Lessons learned from the study 141
Critical ethnography 144
A Vygotskian pedagogy of hope 147
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