Preschoolers' Funds of Knowledge Displayed Through Sociodramatic Play Episodes in a Bilingual Classroom

Funds of knowledge displayed by young children during sociodramatic play in a two-way bilingual preschool classroom are identified. Twelve preschoolers participated in a microethnographic study of children's language and culture in a small rural community of South Texas. The study sought to identify cultural elements or traits of Mexican American children exhibited during sociodramatic play. The cultural traits identified as funds of knowledge include language, values and beliefs, ways of discipline, and the value of education, among others. It is suggested for teachers to use sociodramatic play as a tool to observe children and learn about their funds of knowledge in order to implement a culturally reflective curriculum.     

“Doing the Best We Could”: African American Teachers’ Counterstory on School Desegregation

National narratives on the movement to desegregate Southern schools, as construed by dominant cultural forces, focus on school desegregation from the vantage point of dominant culture; portraying school desegregation as a singular and inevitable event emanating from jurisprudence and principles of democracy, with little attention to the complexities of those most impacted. This article argues the importance of including counterstory to such narratives, specifically highlighting the narratives of African American teachers. Using qualitative methods, the study this article demonstrates how African American teachers’ personal narratives of school desegregation provide a window into the complexities of school desegregation illuminating the ways in which race, social class standing, gender, and personal relationships compounded individual support, views, resistance, and participation in the movement to desegregate Southern schools.Jeannine E. Dingus in an Assistant Professor of Margaret Warner School of Education and Human Development in University of Rochester.     

Challenging the Stereotypes of Mexican American Fathers

This critical review presents studies of Mexican American fathers in the United Sates to provide researchers with an understanding of contemporary fatherhood. It describes the myths that cause methodological and conceptual problems in interpreting the results of studies on Mexican American fathers. Several common challenges and limitations in those studies are identified and discussed, such as conflicting cultural perceptions, traditional and contemporary perceptions, and social stereotyping of the Mexican American fathers’ family roles. This review also provides guidelines for future research and practical applications on Mexican American fathers’ involvement in their children’s education. In doing this, it contributes to an emerging understanding of the complexity of Mexican American fathering.     

How the medical professionals impact ASL and English families’ language planning policy

This article explores the journey of eight hearing families of bimodal-bilingual deaf children as they navigate the decision-making process reflecting their beliefs and values about American Sign Language (ASL) and English through their family language policy framework. The resources offered to families with deaf children often reflect a medical view, rather than a cultural perspective of being deaf. Because medical professionals, educators, and specialists who work with deaf and hard-of-hearing children have a strong influence on family members’ opinions, beliefs, and attitudes about being deaf, it is even more crucial to correct misconceptions about ASL and empower families to develop a family language policy that is inclusive of their deaf and hard-of-hearing children. This article informs researchers, teachers, and other professionals about the potential benefits and challenges of supporting the families’ ASL and English language planning policy.     

Effects of a Developmentally Based Intervention With Teachers on Native American and White Early Adolescents’ Schooling Adjustment in Rural Settings

This study reports the effectiveness of a developmentally based, teacher professional development intervention aimed at improving early adolescent school adjustment. Teachers in rural schools in a Northern Plains state took part in professional development activities across a year. Following a randomized control trial design, Native American and White students’ (N = 165) social, behavioral, and academic adjustment was assessed in intervention compared with control schools. Regression analyses, controlling for baseline and demographic variables, indicated that students in intervention schools improved in achievement, and improved or sustained beginning-of-year schooling dispositions, and perceptions of the school social/affective context, in comparison with evident declines for students in control schools. Native American students more so than White students evidenced particular gains in achievement and perceptions of the school social/affective context.     

执著探索 大胆开拓——奥斯卡·汉德林的美国移民史研究

奥斯卡·汉德林认为移民不仅是美国历史研究的一个重要课题,而且是理解美利坚文明的关键。他终身致力于美国外来移民研究,发表了大量开拓性论著,并以其独到的研究视角,娴熟地借鉴其他学科的研究方法,积极拓展历史资料的运用范畴和论述方式,在美国移民史研究领域做出了卓有成效的工作和“里程碑式”的贡献,有力地推动了美国历史其他新兴领域的研发。     

19世纪美国的英国移民研究

19世纪英国移民是美国外来移民中一个有着独特经历和贡献的群体。来自美国移民始祖故国的他们和其他新来者一样远渡重洋而来,却很快融入美利坚社会,并被视作“看不见的移民”。他们拥有美国工业建设和经济发展亟需的先进技术和革新理念,并努力将这些技术和理念付诸实践。无论他们不同于抑或相似于其他进入美国的移民族群,19世纪英国移民定居美国后的种种经历和贡献在美利坚共和国的发展中具有重要意义。     

美国当代拉美裔移民问题管窥——拉美移民潮与美利坚文明聚合力

始于20世纪60年代的美国第三次拉美移民潮以墨西哥移民为主体,它具有移民分布集中,历史与语言文化风格独特,规模庞大的特点。拉美移民族群难融于美国主流社会,美利坚文明的聚合力受到了冲击,从而招致美国社会的不满以及政府政策的限制,这引起了美国与拉美有关国家之间的外交摩擦。本文试图对拉美移民潮给美国社会所带来的影响作出客观评价。     

美国双语师资建设经验及启示

本文分析了美国双语师资队伍建设中在保证双语教师的素养、提高学历、培训和稳定双语教师等方面的经验,并从中得出几点启示,希冀为我国正在开展的双语教学试验提供一点参考。     

教育对美国成人移民社会结构的影响研究

教育在优化成人移民社会结构中扮演着重要的角色。本文通过对美国成人移民在教育和生活等方面的分析,深入探讨教育对美国成人移民经济生活、政治参与度、身份认同的影响和具体表现,以期为教育推动美国成人移民的进一步发展提供一定的借鉴。     

在传统与现代的夹击中生存与发展——美国阿米什文化探析

美国阿米什凭借信徒的虔诚与执著、农民的固执与精明,在高度发达的美国社会很好维护了其传统文化,分享大量现代物质文明却避免许多现代社会弊病,使传统和现代矛盾而有机地共存于当代美国阿米什文化中,两者相互渗透相互影响提供了一条新的现代化道路和发展模式。     

Bien Educado: Measuring the social behaviors of Mexican American children

Young children's expected social behaviors develop within particular cultural contexts and contribute to their academic experience in large part through their relationships with their teachers. Commonly used measures focus on children's problem behaviors, developed from psychopathology traditions, and rarely situate normative and positive behaviors in context. Building from the literature on parenting goals and socialization expectations in Latino families and a preliminary ethnographic study (Proyecto Educando Niños), we constructed a survey in English and Spanish that measures the expected social behaviors of Mexican-heritage children, ages 3–6 years, using parent and teacher reports. Use of the BEAR Assessment System facilitated the refinement of this instrument to assess the socialization of young, Mexican American children. We report on the psychometric properties of the Mexican American Socialization (MAS) Scale, utilizing item-response theory. Analyses indicate the MAS Scale is reliable and an ecologically valid indicator of multiple constructs of the expected social behaviors of young Mexican American children. In particular, the 41-item Bien Educado subscale showed good reliability and is consistent with socialization constructs described in the literature. Implications for research and practice are discussed.     

美国西部文学与美国价值观

美国西部文学在其发展过程中不仅体现出美国价值观,而且维护和加强了以下四种美国价值观：个人主义、上帝使命感、美国梦、独立平等的家庭价值观。     

Validation of Objectives

ABSTRACT

The influence that students with special educational needs may exert on the schooling outcomes of their siblings without special educational needs has been given minimal attention in published research. Hence, the authors bring forth a unique contribution by evaluating the within-family effects of being a child without special educational needs in a family with a sibling with special educational needs. To do so, the authors utilized quasi-experimental methods on a sample of siblings in the Philadelphia School District over 6 years of observations. Because individual student data can be linked to home address information as well as classroom, school, grade, and year identifiers, the authors identified children in the same household over time and subsequently employs multilevel fixed effects models to evaluate achievement and nonachievement schooling outcomes. The results indicate that having a sibling with special educational needs is positively related to standardized achievement compared with those children whose siblings do not have special educational needs. This supports a positive spillover hypothesis. On the other hand, nonsignificance permeates the effects on nonachievement schooling results, including attendance, truancy, tardiness, and behavior.     

筚路蓝缕他乡路--意大利移民在美国的同化进程探析

意大利移民在美国走过了一条极其艰苦的同化道路。短暂逗留的“侨居”意识、格格不入的宗教信仰和传统观念、黑手党犯罪组织活动和第二次世界大战的对局使他们一度备受歧视和排斥。然而 ,经过数代人不懈努力 ,意大利移民终于逐渐摒弃陈规陋习 ,文化素质和文明程度得到极大提高 ,进入了一度对他们紧紧封闭的美国政治、经济、文化等诸多领域 ,并使璀璨的古罗马文明在兼容并蓄的美国得到传承     

Making moral migrants? Exploring the educational aspirations of Black African and Caribbean boys in a New York City public school

ABSTRACT

Drawing on 48 in-depth interviews with Black immigrant and second-generation boys at Bridgewood secondary school in New York City, this article points out how the high educational aspirations expressed by Black African and Caribbean boys are strategically deployed as features of an ethnic project to counter anti-immigrant sentiments and anti-Black racism in US society. The findings indicate that in a context of rising xenophobia along with the historical and continual stereotypes of Black people in the US, participants’ aspirations for elite higher education function as strategies to enhance their individual and ethnic reputations. High educational aspirations were also used to justify emigration to and worth within the US. At its core, this article illustrates how participants mobilized aspirations to represent themselves as moral migrants and ‘worthy’ ethnic minorities. Moral claims and ethnicity-based campaigns associated with aspirations are problematized because they reinforce the hierarchical racial order that informs US society.     

美国印第安民族和中国藏族双语教育对比分析

在21世纪飞速发展的社会经济和文化环境中,美国印第安民族和中国藏族面临了相似的机遇与挑战。通过对两个民族双语教育历史的介绍,对比分析了两者采取的双语教育不同政策,不同的教学目的,不同的教学形式,从而提出自己的一些看法,希望能对藏族的双语教育的发展起到一定的推动作用。     

No Parent Left Behind: Strengthening Ties Between Educators and African American Parents/Guardians

This study used regression analyses to identify variables predicting the six most frequently cited problems that concerned 129 African-American parents and guardians of children who were primarily enrolled in urban schools. The findings indicate that in order to increase African-American parents' and guardians' satisfaction with the public school system, the racial climate in schools must be improved; unfair disciplinary practices must be eradicated; and curricula and instructional practices must be reformed specifically in areas that result in the strengthening of African-American students' math and reading-comprehension skills.