Literaturnachweis - Detailanzeige
Autor/inn/en | Qin, Desiree Baolian; Way, Niobe; Rana, Meenal |
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Titel | The "Model Minority" and Their Discontent: Examining Peer Discrimination and Harassment of Chinese American Immigrant Youth |
Quelle | In: New Directions for Child and Adolescent Development, (2008) 121, S.27-42 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1520-3247 |
DOI | 10.1002/cd.221 |
Schlagwörter | Youth; Chinese Americans; Immigrants; Academic Ability; Peer Relationship; Bullying; Social Discrimination; Urban Areas; Conflict; English (Second Language); Minority Groups; Racial Bias; Adolescent Development; Longitudinal Studies; Racial Discrimination; Student Attitudes; Teacher Attitudes; Secondary School Students; Adolescents; Massachusetts; New York Jugend; Jugendlicher; Jugendalter; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Immigrant; Immigrantin; Immigranten; Peer-Beziehungen; Mobbing; Soziale Benachteiligung; Soziale Schließung; Urban area; Stadtregion; Konflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnische Minderheit; Racial discrimination; Rassismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Racial bias; Schülerverhalten; Lehrerverhalten; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Master-Studiengang |
Abstract | Using an ecological framework, the authors explore the reasons for peer discrimination and harassment reported by many Chinese American youth. They draw on longitudinal data collected on 120 first- and second-generation Chinese American students from two studies conducted in Boston and New York. Our analyses suggested that reasons for these experiences of harassment lay with the beliefs about academic ability, the students' immigrant status and language barriers, within-group conflicts, and their physical appearance that made them different from other ethnic minority or majority students. Implications and future research are also discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |