Listening to Hyphenated Americans: Hybrid Identities of Youth from Immigrant Families

Autor/in	Asher, Nina
Titel	Listening to Hyphenated Americans: Hybrid Identities of Youth from Immigrant Families
Quelle	In: Theory Into Practice, 47 (2008) 1, S.12-19 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Asian Americans; Immigrants; Stereotypes; Identification (Psychology); Student Diversity; High School Students; Personal Narratives; Indians; Cultural Differences; Race; Social Class; Sex; Theory Practice Relationship; Metropolitan Areas; New York + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Immigrant; Immigrantin; Immigranten; Klischee; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erlebniserzählung; Inder; Kultureller Unterschied; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlecht; Geschlechtsverkehr; Theorie-Praxis-Beziehung; Ballungsraum
Abstract	The author argues that educators need to move beyond stereotypic representations of diverse youth, including youth from immigrant families, to recognize and engage their hybrid identities. To that end, the author draws on postcolonial perspectives as well as critiques of the model minority stereotype applied to Asian Americans to analyze the narratives of 10 high school students from Indian immigrant families in New York City. The article discusses how these students negotiate a range of identities as hyphenated Americans who encounter differences and contradictions at the dynamic intersections of race, culture, class, and gender at both home and school. In concluding, the author discusses implications for educational theory, research, and practice. (Contains 1 note.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10