Projecting the Voices of Mexican-Origin Children

Suárez‐Orozco, Carola; Todorova, Irina

doi:10.1207/s15427617rhd0304_3

Cited by 10 publications

(13 citation statements)

References 16 publications

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“…Parents and children in this study describe very strong bonds; yet, parents may not know enough about negotiating the larger system to offer much guidance (Knudson‐Martin, ; Suarez‐Orozco & Todorova, ). Interventions that help parents learn more about the intricacies of American institutional systems may be especially useful and require that family therapists work collaboratively with other professions, such as school counselors, teachers, and social workers.…”

Section: Discussionmentioning

confidence: 99%

Don't End Up in the Fields: Identity Construction among Mexican Adolescent Immigrants, their Parents, and Sociocontextual Processes

Maciel

Knudson‐Martin

2013

J Marital Family Therapy

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This grounded theory study of 16 Mexican immigrant adolescents and 20 of their parents examines how they construct relational identities within their families, at school, with friends, and in the larger society. Results focus on a core identity bind faced by the adolescents: immigration messages from parents that say, "don't be like me" and the societal message, "you're not like us." Response to this bind was guided by two contrasting sets of identity narratives: Empowering narratives invited an intentional approach to school and life choices. Restricting narratives maintained an ambivalent approach to school and life choices. Resolution of the identity bind was a collective, ongoing process that has implications for Mexican immigrant families and the professionals who work with them.

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Section: Discussionmentioning

confidence: 99%

Don't End Up in the Fields: Identity Construction among Mexican Adolescent Immigrants, their Parents, and Sociocontextual Processes

Maciel

Knudson‐Martin

2013

J Marital Family Therapy

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“…Although the cards have been shown to consistently elicit narratives containing evidence of the achievement motive (C. Suárez-Orozco & Todorova, 2006;De Vos & De Vos, 2004;Gieser & Stein, 1999), the strength of the picture cues to elicit achievement motives (cue strength) according to McClelland's scoring systems has fluctuated across cultures (Hofer & Chasiotis, 2004). This study does not evaluate "the achievement motive" (McClelland, 1953) and therefore circumvents potential methodological problems associated with construct, method, and item biases in the TAT (Hofer & Chasiotis, 2004); instead, it assumes that achievement is culturally oriented and relies solely on narratives for thematic analysis (De Vos, 1968;Kagan & Knight, 1981).…”

Section: Discussionmentioning

confidence: 99%

Achievement Orientations and Strategies

Nalkur

2009

Journal of Cross-Cultural Psychology

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Cultures of achievement among street children (n = 60), former street children (n = 63), and school-going children (n = 60), all of whom share the Kilimanjaro culture of Tanzania, are compared. The Thematic Apperception Test, a projective test known to evoke achievement concerns and originally designed for clinical psycho-diagnoses, was used to generate narratives for thematic analyses. The approach is child centered, allowing children to be imaginative under low-stress conditions. Analysis showed that each subculture had a unique achievement orientation and strategy. Among street children, emerging themes of heroic achievement orientation were tempered with paralytic strategies through which goals could not be realized. Former street children's emergent themes emphasized the presence of beneficial friendships and thus supportive achievement orientation, while strategy themes included exercising choices. School-going children showed deserved achievement orientation in which hard work leads to rewards and control strategy leads to both successful and detrimental outcomes. Themes demonstrate the relative ways in which children adapt to the "difficult life" that has become a common characterization of life in Kilimanjaro.

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“…Yet, Mexican American youth are exposed to language-rich home environments, where they "learn appropriate language and other behaviors by observing and repeating actions that parents, relatives, and friends have demonstrated in highly contextualized settings" (Faltis 2006, 30). Even so, these youth spend much of their time playing with peers and siblings with very little intervention from adults, unless behavioral problems arise (Faltis 2006;Suárez-Orozco and Todorova 2006).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Of course assimilated students are more "successful," moving on from elementary to middle and high school and ultimately graduating (Macias 1990;Reardon and Galindo 2009). The "unreachables" lose their passion for achieving goals as children and become more and more defeated as they age (Polo and López 2009;Suárez-Orozco and Todorova 2006). Seeing no affirmative me mirrors, as adolescents they often turn to relationships with other potentially disaffected youth outside of school (Mead 1934(Mead /1967Ream and Rumberger 2008), only fueling the so-called Latino threat narrative (Chavez 2008;Suárez-Orozco, Suárez-Orozco, and Todorova 2008, 64;Suárez-Orozco and Todorova 2006).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…They will flow naturally from true connections between educators and students. In elementary school this sense of belonging is crucial, so children can approach middle and high school with a willingness to stay and graduate (Alliance for Education 2008Education , 2009López, Ehly, and García-Vásquez 2002;National Center for Policy Analysis, 2007;Suárez-Orozco and Todorova 2006). To further the cause I intend to follow the lead of one of my fellow doctoral students.…”

Section: Reflectionsmentioning

confidence: 99%

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A House of Mirrors: Seeing Myself, Seeing Mexican American Children

Lopez

Vaughn

2014

The Clearing House: A Journal of Educational Strategies, Issues

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As a Mexican American and an educator, all of my life I have travelled between formal educational and Mexican American cultures. For decades I felt alienated professionally and thoroughly embedded within my ethnic origins until an educational trip to Mexico encouraged me to think differently. As a result, to become a more authentic educator and person, with my coauthor's assistance, I conducted a reflective self-study. To accomplish this task, I looked for myself within a large body of literature on Mexican American education by gazing into mirrors that throughout my life reflected how others viewed me, and how I in turn came to define myself. My journey personalizes the literature, making it increasingly accessible to those charged with educating Mexican American children.

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Projecting the Voices of Mexican-Origin Children

Cited by 10 publications

References 16 publications

Don't End Up in the Fields: Identity Construction among Mexican Adolescent Immigrants, their Parents, and Sociocontextual Processes

Don't End Up in the Fields: Identity Construction among Mexican Adolescent Immigrants, their Parents, and Sociocontextual Processes

Achievement Orientations and Strategies

A House of Mirrors: Seeing Myself, Seeing Mexican American Children

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