Immigrant students' experience of schooling: a narrative inquiry theoretical framework

Xu, Shijing; Connelly, F. Michael; He, Ming Fang; Phillion, JoAnn

doi:10.1080/00220270601148144

Cited by 39 publications

(22 citation statements)

References 15 publications

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“…In both Canada and the United States, immigrant Chinese youth have been given the label of ''model minority'' based on higher school achievement despite risk factors associated with immigration (Costigan et al 2010;Li 2001;Xu et al 2007). The model minority stereotype has resulted in a general attitude that Chinese children and their families do not need programs or resources (Xu et al 2007). The current language brokering findings suggest otherwise.…”

Section: Discussionmentioning

confidence: 99%

The Familial Context of Adolescent Language Brokering Within Immigrant Chinese Families in Canada

Hua

Costigan

2011

J Youth Adolescence

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Language brokering, whereby children of immigrants provide informal translation and interpretation for others, is considered commonplace. However, the research evidence remains inconsistent concerning how language brokering relates to the psychological health of child language brokers and their relationships with their parents. Furthermore, few studies have examined the familial context as an explanation source. This study evaluated the moderating effects of adolescents' support of family obligation values and their perceptions of parental psychological control on relationships between language brokering frequency and both adolescent psychological health and parent-child relationship quality. Adolescents from 182 immigrant Chinese families residing in Canada (average age 15 years, 52% females) reported the frequency with which they translated or interpreted various materials for their parents. More frequent language brokering was associated with poorer psychological health for adolescents who held strong family obligation values or who perceived parents as highly psychologically controlling. More frequent language brokering was also associated with more parent-child conflict. Contrary to some past findings, language brokering frequency was not significantly positively associated with self-esteem or with parent-child congruence (i.e., levels of understanding and satisfaction with parent-child relationships). The findings are discussed in relation to their support for theories of parent-child role reversals or independent-interdependent scripts in language brokering.

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Section: Discussionmentioning

confidence: 99%

The Familial Context of Adolescent Language Brokering Within Immigrant Chinese Families in Canada

Hua

Costigan

2011

J Youth Adolescence

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“…In response to the gap I noted in the literature and thinking narratively about this phenomenon, I purposefully invited (Merriam, 2009) three participants to take part in this study knowing that what I was undertaking demanded an intense collaborative exploration of participants' experiences over a sustained period of time (Xu, Connelly, He & Phillion, 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Emerging Critical Literacy in Teachers as Novice Researchers

Kukner

2013

AJTE

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“…Peter's case provided insights into some of the challenges children of new immigrants face, including language barriers and finding time because (according to him) they were always at work. Peter's story is reminiscent of one told by Xu, Connelly, He, and Phillion (2007). They described the experience of Yang-Yang, who suffered from being lumped in with others of his ethnicity because of preconceptualized ideals many people hold regarding Chinese immigrants.…”

Section: Access and Barriersmentioning

confidence: 96%

Finding Our Way Home (At School): A Study Of Students’ Experiences Of Bringing Their Home Culture Into The Classroom

Parker

2010

Journal of Teaching and Learning

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This study is concerned with how children conceptualize their cultural identity, and how this conceptualization may impact their learning and socialization at school. It explores how students' self-concept and perception of others can develop through investigations of their own cultural and ethnic backgrounds while situating their familial history within the multicultural city in which they live. Participants in this study, a class of 29 Grade 4 students in the Greater Toronto Area, conducted online research, interviewed relatives, and created family trees to learn about their cultural heritage and gain a better understanding of themselves and their family's history. The following paper provides an in-depth case study of three of these participants. Insights into their experiences and learning as they engaged in this process of cultural investigation are explored and implications for policy and practice are identified.

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Immigrant students' experience of schooling: a narrative inquiry theoretical framework

Cited by 39 publications

References 15 publications

The Familial Context of Adolescent Language Brokering Within Immigrant Chinese Families in Canada

The Familial Context of Adolescent Language Brokering Within Immigrant Chinese Families in Canada

Emerging Critical Literacy in Teachers as Novice Researchers

Finding Our Way Home (At School): A Study Of Students’ Experiences Of Bringing Their Home Culture Into The Classroom

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