Literaturnachweis - Detailanzeige
| Autor/in | Lor, Yang |
|---|---|
| Titel | Ties That Bind: Family Obligations as Immediate and Anticipatory Obstacles |
| Quelle | In: Race, Ethnicity and Education, 22 (2019) 5, S.666-682 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Lor, Yang) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1361-3324 |
| DOI | 10.1080/13613324.2017.1395327 |
| Schlagwörter | Asian American Students; Barriers; Family Relationship; Student Responsibility; Low Income Students; High School Students; Hmong People; Expectation; Poverty; Social Mobility; Gender Differences; Academic Aspiration; Cultural Capital; Academic Achievement; Parent Background; California |
| Abstract | While research on Asian American students has overwhelmingly emphasized family ties as an important contributor to student success in high school, what it neglects is how family ties can constrain students in their educational endeavors. Based on a study of 30 low-income Hmong American high school students, I argue that poverty can create conditions in which family ties bind students to gender-based expectations and obligations that prevent them from pursuing opportunities for social mobility. In their discussion of mobility obstacles, Hmong students consistently brought up family as a significant barrier. Whereas males were concerned about fulfilling family obligations related to performing cultural and religious rituals, females were distressed about providing social and economic support for their families. Both males and females framed family obligations as obstacles that interfere with their schooling but females were also concerned that family obligations would restrict their ability to pursue opportunities away from home. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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