Being the Only One: Integration Experiences of Underrepresented Newcomer Students

Autor/in	Oikonomidoy, Eleni
Titel	Being the Only One: Integration Experiences of Underrepresented Newcomer Students
Quelle	In: Journal of Language, Identity, and Education, 14 (2015) 5, S.319-335 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2015.1090779
Schlagwörter	Social Integration; Immigrants; Urban Schools; High School Students; Barriers; Disproportionate Representation; Intercultural Communication; Cultural Capital; Educational Practices; Student Attitudes; Disadvantaged; English (Second Language); Second Language Learning; Focus Groups; Interviews; Observation + Suchen Sie Ihr Suchwort? Soziale Integration; Immigrant; Immigrantin; Immigranten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interkulturelle Kommunikation; Bildungspraxis; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Beobachtung
Abstract	Diverse groups of newcomer immigrant students enter high schools in the United States each year. When their numbers are small, their unique journeys to integration in school and in the receiving country remain often invisible. Focusing on six newcomer-underrepresented students, this paper examines elements of their complex pathways to social integration in one urban high school. Attention is provided to the barriers that they face and the ways in which they counteract those. The distinctive characteristics of their engagement in cross-cultural encounters are examined in relation to intercultural capital formations. In the discussion, suggestions are offered for the creation of responsive practices in schools that serve underrepresented newcomer students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01