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dc.contributor.advisorKoyama, Jillen
dc.contributor.authorTessman, Darcy
dc.creatorTessman, Darcyen
dc.date.accessioned2016-06-13T18:40:52Z
dc.date.available2016-06-13T18:40:52Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10150/612872
dc.description.abstractIn education today, Latino populations are growing, but Telles and Ortiz (2013) claim they account for the lowest academic levels and the highest levels of dropouts. Latino transfronterizo (literally border crossing) students and their parents in this study have high academic aspirations in spite of challenges of poverty, second language acquisition, and other difficulties which arise from U.S.-Mexico border contexts. Through dissecting the events of the 1990s and early 2000s, the progression of northern migration from Mexico and the terrorist attacks of September 11, 2001 influenced anti-immigrant sentiment along the border and enactment of laws and policies to limit circumnavigating the international line. Misidentification as illegal immigrants creates borderland perceptions that Latinos are suspects and often results in discriminatory treatment from postcolonial dominant culture. This culture is reflected and perpetuated in schools where home language surveys identify native Spanish speakers to segregate them into Structured English Immersion programs for students with Limited English Proficiency. Ethnographic research from January of 2013 to August of 2015 included over 300 observations and 14 semi-structured interviews with seven transfronterizo students and nine parents revealed language disconnects between school and home. Relationships between teachers and students/parents did not exist and trust was lacking. Latino parents wanted to help students with school, but English only requirements limited their assistance. Through the use of Furman's ethic of community and Yosso's community cultural wealth, educational leaders could create communal process at schools to build the capacity of teachers and parents to create relationships and shared cultural competencies.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.subjectEthic of Careen
dc.subjectLatino Parent Involvementen
dc.subjectSocial Justiceen
dc.subjectTrusten
dc.subjectUS-Mexico Borderen
dc.subjectEducational Leadership & Policyen
dc.subjectCommunity Cultural Wealthen
dc.titleNarrations from the U.S.-Mexico Border: Transfronterizo Student and Parent Experiences with American Schoolsen_US
dc.typetexten
dc.typeElectronic Dissertationen
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.leveldoctoralen
dc.contributor.committeememberYlimaki, Roseen
dc.contributor.committeememberNicholas, Sheilahen
dc.contributor.committeememberBrunderman, Lynnetteen
dc.contributor.committeememberKoyama, Jillen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineEducational Leadership & Policyen
thesis.degree.namePh.D.en
refterms.dateFOA2018-09-11T12:43:21Z
html.description.abstractIn education today, Latino populations are growing, but Telles and Ortiz (2013) claim they account for the lowest academic levels and the highest levels of dropouts. Latino transfronterizo (literally border crossing) students and their parents in this study have high academic aspirations in spite of challenges of poverty, second language acquisition, and other difficulties which arise from U.S.-Mexico border contexts. Through dissecting the events of the 1990s and early 2000s, the progression of northern migration from Mexico and the terrorist attacks of September 11, 2001 influenced anti-immigrant sentiment along the border and enactment of laws and policies to limit circumnavigating the international line. Misidentification as illegal immigrants creates borderland perceptions that Latinos are suspects and often results in discriminatory treatment from postcolonial dominant culture. This culture is reflected and perpetuated in schools where home language surveys identify native Spanish speakers to segregate them into Structured English Immersion programs for students with Limited English Proficiency. Ethnographic research from January of 2013 to August of 2015 included over 300 observations and 14 semi-structured interviews with seven transfronterizo students and nine parents revealed language disconnects between school and home. Relationships between teachers and students/parents did not exist and trust was lacking. Latino parents wanted to help students with school, but English only requirements limited their assistance. Through the use of Furman's ethic of community and Yosso's community cultural wealth, educational leaders could create communal process at schools to build the capacity of teachers and parents to create relationships and shared cultural competencies.


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