Discrimination as a Contextualized Obstacle to the Preschool Teaching of Young Latino Children of Immigrants

Autor/in	Adair, Jennifer Keys
Titel	Discrimination as a Contextualized Obstacle to the Preschool Teaching of Young Latino Children of Immigrants
Quelle	In: Contemporary Issues in Early Childhood, 13 (2012) 3, S.163-174 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2012.13.3.163
Schlagwörter	Immigrants; Educational Quality; Immigration; Preschool Teachers; Early Childhood Education; Focus Groups; Racial Bias; Hispanic American Students; Educational Policy; Public Policy; Equal Education; Teacher Education; Social Change; Comparative Analysis + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Quality of education; Bildungsqualität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Racial discrimination; Rassismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Öffentliche Ordnung; Lehrerausbildung; Lehrerbildung; Sozialer Wandel
Abstract	This article explores how discrimination acts as a barrier to providing the highest quality education to young Latino children of immigrants. Preschool teachers' concerns emerged from focus group data with 40 teachers in four US cities, collected as part of the international Children Crossing Borders study of immigration and early childhood education. Using focus group data as well as a multi-sited comparative analytic model, this study details teachers' concerns about discrimination in terms of negative discourses and harsh education and immigration policies, and explains how these forms of discrimination affect preschool teachers' efforts to teach. The findings demonstrate why and how local and national forms of discrimination can prevent teachers from reaching their full capacity to teach young Latino children of immigrants successfully, while suggesting that educational inequities facing Latino immigrant families cannot be resolved by teacher education alone, but must include cultural, societal and political changes to how Latino families are treated in the USA. (Contains 1 note and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10