"If the Student Is Good, Let Him Fly": Moral Support for College Among Latino Immigrant Parents

Auerbach, Susan

doi:10.1207/s1532771xjle0504_4

Cited by 81 publications

(84 citation statements)

References 18 publications

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“…Drawing from an ethnographic case study at a diverse Los Angeles area high school, Auerbach (2006) concluded that many Latino parents live in an ecocultural niche and are dependent on their children to mediate contact with U.S. institutions.…”

Section: Barriers To College Enrollmentmentioning

confidence: 99%

Empowering Latino Parents to Transform the Education of Their Children

Pstross

Rodríguez

Knopf

et al. 2016

Education and Urban Society

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This article emphasizes the role of parental involvement in the college preparation of Latino elementary and secondary school students. Even though literature shows that education is highly valued in Latino families, actual college enrollment rates for Latino youth are below average. This has been attributed to barriers including lack of financial resources, problems in communication with schools, and low familiarity with the college planning process. The American Dream Academy is a university outreach program, which is designed to help Latino families overcome these barriers. We conducted a qualitative analysis of speeches that were prepared and delivered by parents at graduation ceremonies of the program from 2007-2009. Our analysis revealed six themes: facing challenges, envisioning success, understanding the school system, taking ownership, community raising a child, and creating a supportive home environment. The findings enrich existing literature and help understand the complex systems that are at play with parental involvement in Latino families.

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Section: Barriers To College Enrollmentmentioning

confidence: 99%

Empowering Latino Parents to Transform the Education of Their Children

Pstross

Rodríguez

Knopf

et al. 2016

Education and Urban Society

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“…When specifically talking about making their study choices, some of the higher educated second generation explain that their parents had a preference for traditional prestigious professions such as medical doctor, or lawyer (See also Wolff, 2013). According to the respondents what mattered most to the parents was that their children would enter higher education, and that they considered the study choice a decision best left to the children themselves (See also Auerbach, 2006;Louie, 2012). Their parents would explain their attitude by expressing that the children were the ones who eventually would have to work in that type of occupation, thus it would be wise if they would decide themselves what direction they wanted to take.…”

Section: Receiving Informational Supportmentioning

confidence: 99%

Passing the torch to a new generation: Educational support types and the second generation in the Netherlands

Rezai

Crul

Severiens

et al. 2015

CMS

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This study is based on 86 in-depth interviews with second-generation people of Turkish and Moroccan background in the Netherlands who have achieved upward educational mobility. We used an inductive approach to analyze their perceptions with respect to received parental educational support and the educational support they provided to the younger generation. House's (1981) social support typology was applied combined with a body of literature on immigrant aspirations and educational success of children of immigrants. Despite lacking informational support the interviewees value the received parental support, consisting of emotional and instrumental support. Their higher education, familiarity with the Dutch education system, socialization with the dominant culture, and received parental support influence their giving of support, which mainly consists of informational support.

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“…Subsequently, Giroux (2003) recognized schooling as a "site of contestation, resistance and possibility" where effective pedagogical practice was crucial to students' capacity to participate in relevant cultural spheres (p. 6). Most recently, some scholars have stressed the need for an assetoriented approach that credits students from traditionally marginalized backgrounds with forms of capital that have value in spite of their devaluation in schools and universities (Auerbach 2006;Clegg, 2011;Gofen, 2009;Yosso, 2006). Through this line of work, we can detect an ecology of concepts that enables us to credit social structures with significant reproductive power while also remaining attuned to the agentive work of students (see especially Reay et al, 2005).…”

Section: Perspectives Shaping a Critical Techno-pedagogymentioning

confidence: 99%

Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy

Neufeld

Delcore

2018

JITE:Research

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Aim/PurposeThe effective adoption of an ICT across every segment of the student population may occur where the design, implementation and supports recognize and adjust for variations in adoption practices across the student population and the situatedness of the promoted ICT adoption. The goal of this study was to demonstrate methods to explicate variations in perceptions and meanings associated with the adoption of a technology; facilitate the segmentation of the population based upon these variations and sociodemographic variables; constitute agents' practice, within a respective segment, based upon their behaviors and beliefs; and compare these agents' adoption of a specific technological practice relative to their adoption of the critical practice of effectively selecting and using technologies.Background Students emerge into a world infused with ICT where the critical technological practice of effectively selecting and using ICT affects students' participation in a network society and information economy. Education policies and practices, regarding technology use for instruction and learning, often assume student populations are homogenous in their perceptions and practices concerning a given technology and do not account for how situatedness influences students' perceptions and experience with technology. Universities and faculty, while promoting an ICT, may unintentionally reproduce inequity when not attentive to the ways in which students, as socially situated actors, acquire or fail to acquire the practice of effectively adopting technological innovations.

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"If the Student Is Good, Let Him Fly": Moral Support for College Among Latino Immigrant Parents

Cited by 81 publications

References 18 publications

Empowering Latino Parents to Transform the Education of Their Children

Empowering Latino Parents to Transform the Education of Their Children

Passing the torch to a new generation: Educational support types and the second generation in the Netherlands

Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy

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