Worldviews of One Mixed Heritage Family in an Urban Middle School: An Ethnographic Study

Autor/in	Xu, Jianzhong
Titel	Worldviews of One Mixed Heritage Family in an Urban Middle School: An Ethnographic Study
Quelle	In: School Community Journal, 14 (2004) 2, S.77-103 (27 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	African Americans; Educational Needs; Ethnography; Chinese Americans; Middle Schools; Multiracial Persons; Urban Schools; Racial Differences; Cultural Awareness; Family School Relationship + Suchen Sie Ihr Suchwort? Afroamerikaner; Educational need; Bildungsbedarf; Ethnografie; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Middle school; Mittelschule; Mittelstufenschule; Mischling; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rassenunterschied; Cultural identity; Kulturelle Identität
Abstract	Although the mixed heritage population of the U.S. continues to grow, few (if any) attempts have been made to examine educational needs specific to this group of children, especially from the family's perspective. This article uses ethnographic data to examine the experiences of one mixed heritage family--with an African American father and a Chinese American mother--in an urban middle school. The data revealed that the family experienced several sources of tension from the school, from the child, and from interracial differences concerning the educational needs of their child. Specifically, the data revealed that interracial differences within the family were influenced by situational complexities. The article suggests the importance of understanding and addressing these tensions and complexities in reaching out to mixed heritage students and their families. (Author).
Anmerkungen	Academic Development Institute. 121 N. Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10