Puerto Rican Students in U.S. Schools. Sociocultural, Political, and Historical Studies in Education.

Sonst. Personen	Nieto, Sonia (Hrsg.)
Titel	Puerto Rican Students in U.S. Schools. Sociocultural, Political, and Historical Studies in Education.
Quelle	(2000), (354 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8058-2765-X
Schlagwörter	Bilingualism; Cultural Differences; Cultural Influences; Educational Change; Elementary Secondary Education; Ethnicity; Females; Grandparents; Hispanic American Students; Instructional Leadership; Migrant Youth; Mothers; Puerto Ricans; Racial Identification; School Community Relationship; Social Action; Student Participation; Student Research; Teacher Influence + Suchen Sie Ihr Suchwort? Bilingualismus; Kultureller Unterschied; Cultural influence; Kultureinfluss; Bildungsreform; Ethnizität; Weibliches Geschlecht; Großeltern; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Instruction; Leadership; Bildung; Erziehung; Führung; Mother; Mutter; Puerto Rican; Puerto-Ricaner; Soziales Handeln; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studentenforschung
Abstract	This collection of papers presents scholarly writings and personal reflections on Puerto Rican students in American schools. Following "Introduction and Overview" (Sonia Nieto), there are 12 chapters in five parts. Part 1, "Historical and Sociopolitical Context," includes: (1) "Puerto Rican Students in U.S. Schools: A Brief History" (Sonia Nieto); (2) "Return Migrant Students: Yankee Go Home?" (Xae Alicia Reyes); and (3) "Educational Leadership, Educational Change: A Puerto Rican Perspective" (Luis O. Reyes). It also includes an essay, "Moving Around and Moving On" (Gillian Rivera). Part 2, "Identity: Culture, Race, Language, and Gender," includes an essay, "A Strong Sense of Self Is Crucial for Success" (Hipolito Baez) and (4) "The Struggle of 'Imagined Communities' in School: Identification, Survival, and Belonging for Puerto Ricans" (Catherine E. Walsh); (5) "Puerto Rican Identity: What's Language Got To Do with It?" (Maria V. Zavala); an essay entitled "Black Pearl Unnoticed" (Carols Mills De Jesus, Jr.); (6) "Puerto Rican Female Narratives about Self, School, and Success" (Carmen A. Rolon); and (7) "Puerto Rican Mothering Strategies: The Role of Mothers and Grandmothers in Promoting School Success" (Nitza M. Hidalgo). Part 3, "Social Activism, Community Involvement, and Policy Implications," includes an essay, "A Different Kind of School" (Alicia Lopez); (8) "The Puerto Rican/Latino Education Roundtable: Seeking Unity in Vision and Organizing for Educational Change" (Diana Caballero); and (9) "The Spirit of Transformation: An Education Reform Movement in a New York City Latino/a Community" (Melissa Rivera and Pedro Pedraza). Part 4, "Classroom and School Studies," includes an essay, "The Counselor" (Jaime Flores) and (10) "Social Action Projects: Apprenticeships for Change in School and Community" (Milga Morales and Elvira R. Tarr); an essay, "Teachers Don't Care" (Jose Manuel Caraballo); (11) "Puerto Rican/Latino Student Voices: Stand and Deliver" (Maria E. Torres-Guzman and Yvonne Martinez Thorne); an essay, "Teachers Who Made a Difference" (Elizabeth Capifali); and (12) "Student Agency through Collaborative Research in Puerto Rican Communities" (Carmen I. Mercado and Luis C. Moll). Part 5, "Directions for the Future," presents "Afterword" (Janice Petrovich Beiso). (SM)
Anmerkungen	Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Avenue, Mahwah, NJ 07430-2262 (clothbound: ISBN-0-8058-2764-1, $79.95; paperbound: ISBN-0-8058-2765-X, $34.50). Tel: 800-926-6579 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01