Undocumented Status and Schooling for Newcomer Teens

Autor/in	Allard, Elaine C.
Titel	Undocumented Status and Schooling for Newcomer Teens
Quelle	In: Harvard Educational Review, 85 (2015) 3, S.478-501 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
DOI	10.17763/0017-8055.85.3.478
Schlagwörter	Ethnography; Undocumented Immigrants; Adolescents; Suburban Schools; High School Students; Identification (Psychology); Student Experience; Occupational Aspiration; Academic Aspiration; Educational Methods; Advocacy; Federal Legislation; Generational Differences; Semi Structured Interviews; Observation; English Language Learners; Hispanic Americans + Suchen Sie Ihr Suchwort? Ethnografie; Illegaler Aufenthalt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Berufsneigung; Berufsziel; Educational method; Erziehungsmethode; Sozialanwaltschaft; Bundesrecht; Beobachtung; Hispanic; Hispanoamerikaner
Abstract	In this ethnographic study, Elaine C. Allard describes and analyzes the characteristics and experiences of undocumented newcomer adolescents attending a US suburban high school. She considers the ways in which newcomer adolescents show agency in their border crossing, prioritize work over formal education, and express transnational identities. She contrasts their experience with the predominant narrative of DREAMers, undocumented childhood arrivals who are often characterized as migrating to the United States "through no fault of their own," who prioritize professional aspirations through schooling, and who are "American in spirit." Allard calls attention to a subgroup of undocumented students who may benefit from different approaches by educators and immigrant advocates. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01