The New Immigrants and American Schools: Interdisciplinary Perspectives on the New Immigration

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Overview

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
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Product Details

  • ISBN-13: 9780815337096
  • Publisher: Taylor & Francis
  • Publication date: 12/7/2001
  • Series: New Immigration Series
  • Pages: 350
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.50 (d)

Meet the Author

Professors Suárez-Orozco are co-directors of the Harvard Immigration Project. Marcelo Suárez-Orozco is an anthropologist at the Harvard University Graduate School of Education and leading authority in the field of immigration. Carola Suárez-Orozco is a cultural psychologist, lecturer, and research associate at the Harvard Graduate School of Education and the Center for Latin Amercan Studies. Desirée Qin-Hilliard is a Ph.D. student in the Harward Graduate School of Education.
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Table of Contents

Suarez-Orozco, C. & Suarez-Orozco, M. "Schooling Experiences of the Children of Immigration." Chapter 5 in Children of Immigration (Cambridge, MA: Harvard University Press, forthcoming). Ogbu, J. & Simons, H. "Voluntary and Involuntary Minorities: A Cultural-ecological Theory of School Performance with Some Implications for Education." Anthropology and Education Quarterly 29 (1998). Gibson, M.A. "Complicating the Immigrant/Involuntary Minority Typology." Anthropology and Education Quarterly 28 (1997). Portes, A. & Macleod, D. Educational Progress of Children of Immigrants: The Roles of Class, Ethnicity, and School Context." Sociology of Education 69 (1996). Kao, G., & Tienda, M. "Optimism and Achievement: The Educational Performance of Immigrant Youth." Social Science Quarterly 76 (1995). Brandon, P. "Gender Differences in Young Asian American's Educational Attainments." Sex Roles 25 (1991). Orfield, G., Bechmeier, M.D., James, D.R., & Eitle, T. "Deepening Segregation in American Public Schools: A Special Report from the Harvard Project on School Desegregation." Equity and Excellence in Education (1997). Donato, R., Menchaca, M., & Valencia, R. "Segregation, Desegregation, and Integration of Chicano Students: Problems and Prospects." In Richard Valencia, Ed., Chicano School Failure and Success: Research and Policy for the 1990S (London, UK: Falmer, 1991). Gandara, P. "The Impact of the Educational Reform Movement on Limited English Proficient Students." In B. McLeod, Ed., Language and Learning: Educating Linguistically Diverse Students (Albany, NY: State University of New York Press, 1994). Lopez, N. "The Structural Origins of High School Drop OutAmong Second Generation Dominicans in New York City." Latino Studies Journal 9 (1998). Waters, Mary. "Ethnic and Racial Identities of Second-generation Black Immigrants in New York City." International Migration Review 4 (1994). Matute-Bianchi, M.E. "Situational Ethnicity and Patterns of School Performance Among Immigrant and Non-immigrant Students." In M.A. Gibson & J.U. Ogbu, Eds., Minority Status and Schooling (New York, NY: Garland Publishing, Inc., 1991). Sue, S. & Okazaki, S. "Asian-American Educational Achievements: A Phenomenon in Search of an Explanation." American Psychologist 45 (1990). Reese, L., Balzano, S. Gallimore, R. & Goldenberg, C. "The Concept of Education: Latino Family Values and American Schooling." International Journal of Education Research 23 (1995). List of Recommended Readings
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