Future Perfect?: Teachers' Expectations and Explanations of Their Latino Immigrant Students' Postsecondary Futures

Autor/inn/en	Dabach, Dafney Blanca; Suárez-Orozco, Carola; Hernandez, Sera J.; Brooks, Maneka Deanna
Titel	Future Perfect?: Teachers' Expectations and Explanations of Their Latino Immigrant Students' Postsecondary Futures
Quelle	In: Journal of Latinos and Education, 17 (2018) 1, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dabach, Dafney Blanca) ORCID (Brooks, Maneka Deanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2017.1281809
Schlagwörter	Immigrants; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Hispanic American Students; Teacher Student Relationship; Longitudinal Studies; Teacher Expectations of Students; Futures (of Society); Teacher Attitudes; Mexican Americans; Latin Americans; College Attendance; Interviews; California + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Future; Society; Zukunft; Lehrerverhalten; Latin America; People; Lateinamerika; Bevölkerung; Volk; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Interviewing; Interviewtechnik; Kalifornien
Abstract	Teacher expectancy research has demonstrated the greatest effects for members of racialized groups. Most research has focused on students' near-term abilities; missing are understandings of how teachers perceive their students' future trajectories. Drawing on social mirroring and attribution theories, this study investigates how 14 elementary, middle, and high school teachers of Latino immigrant students described and explained their students' post-high school futures. Most teachers described their students as non-college-bound, with employment likely in the service sector. They attributed their students' futures to family related explanations more often than to structural factors. The study's implications emphasize the need to develop deeper understanding of structural inequalities that mediate students' trajectories including schooling factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01