"I Go to School Six Days a Week": The Role of Cultural and Religious Practices within Hybrid Turkish-American Communities in Supporting Academic and Socioemotional Growth

Autor/in	Isik-Ercan, Zeynep
Titel	"I Go to School Six Days a Week": The Role of Cultural and Religious Practices within Hybrid Turkish-American Communities in Supporting Academic and Socioemotional Growth
Quelle	In: Childhood Education, 88 (2012) 5, S.292-297 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.717867
Schlagwörter	Immigrants; Emotional Development; Muslims; Cultural Activities; Religion; History Instruction; Educational Environment; Cultural Influences; Social Influences; Social Development; Cross Cultural Studies; Cognitive Development; Achievement Gains; Context Effect; Cultural Context; Cultural Education; Culturally Relevant Education; Skill Development; Mentors; After School Programs; Turkic Languages; Academic Achievement + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Gefühlsbildung; Muslim; Muslimin; Cultural activity; Kulturelle Aktivität; History lessons; Geschichtsunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural influence; Kultureinfluss; Sozialer Einfluss; Soziale Entwicklung; Cultural comparison; Kulturvergleich; Kognitive Entwicklung; Achievement gain; Leistungssteigerung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Kompetenzentwicklung; Qualifikationsentwicklung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Turkish; Türkisch; Schulleistung
Abstract	Children's participation in cultural activities within the community, and the particular cognitive and socioemotional skills that they gain as a result of their participation, have been thoroughly studied (Cole, 1990; Gallimore & Tharp, 1990; Moll et al., 2005; Scribner & Cole, 1981). However, the connection of these skills to school learning or academic growth has not been carefully examined, especially for children of contemporary immigrants. In a political and educational climate in which family and community practices of children from diverse communities go unnoticed, or are regarded as distractions from academic learning (McDermott & Varenne, 1995), it is important to help the general public, educators, and families understand how these practices actually foster children's cognitive and socioemotional growth. This article offers examples for demonstrating how crafted educational contexts enabled children and their parents to negotiate their Turkish, American, and Muslim identities by using various cultural practices. The article discusses three educational contexts that were generated by parents of Muslim Turkish-American children--mentorship, Sunday school, and Turkish language and history instruction. These contexts offer social and emotional skills, as well as academic strengths, that can be transferred to school contexts. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10