東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

New to America: Immigrant Girls and ...

Pacifico, Vittoria.

FindBook

Google Book

Amazon

博客來

New to America: Immigrant Girls and Bullying.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	New to America: Immigrant Girls and Bullying./
作者:	Pacifico, Vittoria.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	223 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10683891
ISBN:	9780355563504

New to America: Immigrant Girls and Bullying.
Pacifico, Vittoria.

New to America: Immigrant Girls and Bullying. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 223 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--University of Massachusetts Boston, 2017.

The purpose of this study was to explore the dynamic meaning and impact of bullying on the academic and social experiences of immigrant school-age girls at one Catholic girls' school. Drawing on Ecological Systems Theory and the concept of xenophobia, I conducted a mixed methods study to understand how high school girls at one Catholic girls' school conceptualized bullying and its impact on their academic and social experiences. Data collected in 2016 and 2017 from a school-wide survey and semi-structured interviews with immigrant girls who reported being bullied in school were analyzed, confirming that immigrant girls were more likely to experience bullying than students who were not first or second-generation immigrants in the United States. Furthermore, students reported that this bullying had negative consequences for their academic and social experiences. They described bullying as being "mean," manifested in both physical and verbal attacks at school and through social media. Importantly, students cited the perception of difference, the national rhetoric on immigrants and immigration, and the pervasive nature of social media as being major catalysts for bullying immigrant girls. The findings suggest significant areas of concern for Catholic schools, including the potential prevalence of bullying of immigrant girls; the problem of noticeability, particularly in the less structured or monitored spaces of schooling and social media; and the under-reporting of instances of bullying specifically to school actors due to a lack of trust, or fear of retribution.

ISBN: 9780355563504Subjects--Topical Terms:

2191387
Education policy.

New to America: Immigrant Girls and Bullying.
LDR:03908nmm a2200337 4500 001 2155011
005 20180426101949.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355563504
035 $a (MiAaPQ)AAI10683891
035 $a (MiAaPQ)umb:10980
035 $a AAI10683891
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pacifico, Vittoria. $3 3342759
245 1 0 $a New to America: Immigrant Girls and Bullying.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 223 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Zeena Zakharia.
502 $a Thesis (Ed.D.)--University of Massachusetts Boston, 2017.
520 $a The purpose of this study was to explore the dynamic meaning and impact of bullying on the academic and social experiences of immigrant school-age girls at one Catholic girls' school. Drawing on Ecological Systems Theory and the concept of xenophobia, I conducted a mixed methods study to understand how high school girls at one Catholic girls' school conceptualized bullying and its impact on their academic and social experiences. Data collected in 2016 and 2017 from a school-wide survey and semi-structured interviews with immigrant girls who reported being bullied in school were analyzed, confirming that immigrant girls were more likely to experience bullying than students who were not first or second-generation immigrants in the United States. Furthermore, students reported that this bullying had negative consequences for their academic and social experiences. They described bullying as being "mean," manifested in both physical and verbal attacks at school and through social media. Importantly, students cited the perception of difference, the national rhetoric on immigrants and immigration, and the pervasive nature of social media as being major catalysts for bullying immigrant girls. The findings suggest significant areas of concern for Catholic schools, including the potential prevalence of bullying of immigrant girls; the problem of noticeability, particularly in the less structured or monitored spaces of schooling and social media; and the under-reporting of instances of bullying specifically to school actors due to a lack of trust, or fear of retribution.
520 $a I suggest a framework through which to understand the experiences of immigrant girls with bullying in schools. The Gendered Ecology of Xenophobic Bullying may be visualized as nested spheres or fields, with the individual at the center, nested within her ecological environment, the larger political climate, and historical xenophobia. The spheres are porous; what happens in one often influences and is experienced in another. Furthermore, there appears to be an intersectionality of gender, immigrant status, and other features, such as race and socioeconomic status, that manifest themselves in symbolic markers of difference, as perceived within this xenophobic ecology. The framework offers a way to understand the xenophobic bullying of immigrant girls in Catholic schools and is suggestive of a holistic approach to addressing bullying through policy, practice, and professional training. There is a pressing need for more research on the intersection of bullying, immigrant status, and gender to better prepare educators, administrators, and their communities to more aptly support immigrant students within their school systems. The percentage of immigrants in Catholic schools has increased significantly over the past 40 years, making this a critical issue for this subset of private schools. This study contributes to this end.
590 $a School code: 1074.
650 4 $a Education policy. $3 2191387
650 4 $a Secondary education. $3 2122779
650 4 $a Women's studies. $3 526816
650 4 $a Multicultural Education. $3 2122919
690 $a 0458
690 $a 0533
690 $a 0453
690 $a 0455
710 2 $a University of Massachusetts Boston. $b Urban Education. $3 3276791
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 1074
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10683891