Staff Members Acting as Grandparents in a High School for Recent Immigrants: Los Abuelitos

Autor/in	Bennett, Jo
Titel	Staff Members Acting as Grandparents in a High School for Recent Immigrants: Los Abuelitos
Quelle	In: American Secondary Education, 44 (2016) 2, S.46-65 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Qualitative Research; Immigrants; Hispanic American Students; Older Adults; School Personnel; Hispanic Americans; Grandparents; Caring; Intergenerational Programs; Student Adjustment; Skill Development; High School Students; High Schools; Social Capital; Ethnography; Student Experience; Interviews; Interpersonal Relationship; Program Effectiveness; Acculturation; Personal Narratives + Suchen Sie Ihr Suchwort? Qualitative Forschung; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Älterer Erwachsener; Schulpersonal; Großeltern; Care; Pflege; Sorge; Betreuung; Adjustment; Adaptation; Kompetenzentwicklung; Qualifikationsentwicklung; High school; High schools; Oberschule; Sozialkapital; Ethnografie; Studienerfahrung; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Akkulturation; Erlebniserzählung
Abstract	This qualitative study considered how a high school in the south central United States serving predominantly immigrant students from Mexico and Central America made use of older Hispanic or Latino staff members as surrogate or stand-in grandparents (fondly called "abuelitos" by the students). The caring, intergenerational relationships that older staff members developed with students, both in and out of the classroom, created a bridge from the old to the new culture and school and helped immigrant students gain access to what Stanton-Salazar (1997) called institutional knowledge, that is, learning that allows students to gain confidence and understanding in how to navigate and succeed in a new school setting. Coupled with this institutional knowledge, or knowledge of how a school works, students learned nonacademic skills such as time management as well as study skills. (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01