The Effects of Gendered Immigration Enforcement on Middle Childhood and Schooling

Autor/in	Gallo, Sarah
Titel	The Effects of Gendered Immigration Enforcement on Middle Childhood and Schooling
Quelle	In: American Educational Research Journal, 51 (2014) 3, S.473-504 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214534881
Schlagwörter	Immigration; Law Enforcement; Foreign Policy; Gender Bias; Ethnography; Mexicans; Fathers; Grade 2; Labeling (of Persons); Racial Bias; Elementary Schools; Undocumented Immigrants; Criminals; Separation Anxiety; Fatherless Family; Parent Child Relationship; Emotional Experience; Affective Behavior; Video Technology; Pennsylvania + Suchen Sie Ihr Suchwort? Gesetzesvollzug; Außenpolitik; Geschlechterstereotyp; Ethnografie; Mexikaner; School year 02; 2. Schuljahr; Schuljahr 02; Labeling-Ansatz; Racial discrimination; Rassismus; Elementary school; Grundschule; Volksschule; Illegaler Aufenthalt; Straftäter; Trennungsangst; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Drawing from an ethnographic study on Mexican immigrant fathers and their second-grade children, this article examines the masked realities behind current immigration policies that equate "illegal" with "Mexican immigrant" and how the enforcement of these policies, which overwhelmingly target Mexican immigrant men, affect immigrant children and their elementary schooling. I empirically illustrate how this oversimplified criminalization of Mexican immigrant men led to father-child separations, incredible stress for children, and the positioning of children as mediators in high-stakes encounters between the police and their parents. I highlight the need to strip back these masks to address and build upon students' real-world experiences, including their immigration practices and family-based hybrid language practices, for this younger generation of DREAMers and U.S. citizens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10