What Have Immigrants Wanted from American Schools? What Do They Want Now? Historical and Contemporary Perspectives on Immigrants, Language, and American Schooling

Autor/in	Olneck, Michael R.
Titel	What Have Immigrants Wanted from American Schools? What Do They Want Now? Historical and Contemporary Perspectives on Immigrants, Language, and American Schooling
Quelle	In: American Journal of Education, 115 (2009) 3, S.379-406 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/597489
Schlagwörter	Immigrants; Role of Education; Acculturation; Educational Needs; Time Perspective; Native Speakers; Language Role; Public Schools; Parochial Schools; Mexican Americans; Resistance (Psychology); Attitudes; Bilingual Education; Cultural Maintenance; Supplementary Education; Politics of Education + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Bildungsauftrag; Akkulturation; Educational need; Bildungsbedarf; Zeitbezug; Muttersprachler; Public school; Öffentliche Schule; Konfessionsschule; Hispanoamerikaner; Resistenz; Attitude; Einstellung; Verhalten; Bilingual teaching; Bilingualer Unterricht; Ergänzungsunterricht; Educational policy; Bildungspolitik
Abstract	In this article, I argue that there has been a basic continuity between what immigrants historically have sought from American schools and what contemporary immigrants seek. In neither case have immigrants sought to utilize the schools to "reproduce" or to "preserve" cultures separate from the American mainstream. Rather, immigrants have consistently sought to utilize American schooling for purposes of incorporation into a system of American ethnic groups that exhibit aspects of acculturation and retention. I make the case for continuity through an examination of the fate of homeland languages in the public schools during the late nineteenth and early twentieth centuries; of the role of parochial schooling in the first third of the twentieth century; of the resistance of Mexican Americans of Crystal City, Texas, to "schooled ethnicity" during the 1970s and 1980s; of the attitudes of contemporary immigrants toward bilingual education; and, finally, of patterns of supplementary schooling among the children of immigrants. (Contains 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10