Migrant Hispanic Students Speak Up: Linguistic and Cultural Perspectives on Low Academic Attainment

Autor/in	Schwieter, John W.
Titel	Migrant Hispanic Students Speak Up: Linguistic and Cultural Perspectives on Low Academic Attainment
Quelle	In: Diaspora, Indigenous, and Minority Education, 5 (2011) 1, S.33-47 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	High Schools; Dropout Rate; Bilingual Education; Dropouts; Migrants; Hispanic American Students; Low Achievement; Academic Achievement; Interviews; Administrator Attitudes; English (Second Language); Second Language Learning; Acculturation; Cultural Differences; Student Attitudes + Suchen Sie Ihr Suchwort? High school; Oberschule; Bilingual teaching; Bilingualer Unterricht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Migrantin; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Schulleistung; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Akkulturation; Kultureller Unterschied; Schülerverhalten
Abstract	The Hispanic population and their high school dropout rates in the United States have greatly increased over the last several decades. This study investigates linguistic and cultural issues that may have an association with high school abandonment among migrant Hispanic students. Open-ended interview questions were posed to a bilingual education administrator and four migrant Hispanic students in a small Midwestern high school in the United States. Participants reported that migrant Hispanic students are not prepared to live linguistically in the academic setting but merely to survive in it. From a cultural perspective, the data suggested that migrant Hispanic students can either allow social and cultural pressures within the school and community to negatively affect their educational engagement or they can acculturate with the dominant culture to minimize their "differentness." (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10