"Poder en las Voces y Acciones Comunitarias": Immigrant Young People and Their Families' Transformative Engagement with High School

Autor/in	Alvarez Gutiérrez, Leticia
Titel	"Poder en las Voces y Acciones Comunitarias": Immigrant Young People and Their Families' Transformative Engagement with High School
Quelle	In: Association of Mexican American Educators Journal, 9 (2015) 2, S.31-44 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	High School Students; Disadvantaged; Action Research; Participatory Research; Intergenerational Programs; Hispanic Americans; Family School Relationship; Undocumented Immigrants; Social Isolation; Educational Opportunities; Activism; Academic Achievement; Parent Participation; English (Second Language); Second Language Learning; Parent Attitudes; Student Attitudes; Interviews; Focus Groups; Utah + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Projektforschung; Forschungstätigkeit; Hispanic; Hispanoamerikaner; Illegaler Aufenthalt; Soziale Isolation; Bildungsangebot; Bildungschance; Aktivismus; Politischer Protest; Schulleistung; Elternmitwirkung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elternverhalten; Schülerverhalten; Interviewing; Interviewtechnik
Abstract	This research examines how high-school-aged undocumented immigrant Latinas/os and their families resist being marginalized in schools and in communities. These young people and their families are part of a university intergenerational participatory action research collective, Family School Partnership (FSP), located within an urban high school in the western mountain region of the US. The theoretical framework for the intergenerational collective research is rooted in Participatory Action Research (PAR). My analysis focuses upon the disjuncture among the dominant notions of family engagement and the exclusionary practices of schools towards Latina/o undocumented students and their families. Findings suggest that despite the plethora of "inclusive" policies adapted by school districts, undocumented students and their families in my study perceived schools as exclusionary, especially with regards to family engagement and equitable educational opportunities. My research chronicles how undocumented students and families revolutionized their feelings and experiences of powerlessness and exclusion into activist transformative school engagement. This article concludes by discussing future directions that schools could take to increase family engagement with Latina/o undocumented immigrant students and their families and the implications for student academic success. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01