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Mapping labeling acts among immigran...

Vaughn, Tseh-sien Kelly.

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Mapping labeling acts among immigrant youth in an American high school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Mapping labeling acts among immigrant youth in an American high school./
作者:	Vaughn, Tseh-sien Kelly.
面頁冊數:	241 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0138.
Contained By:	Dissertation Abstracts International70-01A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3343897
ISBN:	9780549992486

Mapping labeling acts among immigrant youth in an American high school.
Vaughn, Tseh-sien Kelly.

Mapping labeling acts among immigrant youth in an American high school. - 241 p.

Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0138.

Thesis (Ph.D.)--Stanford University, 2008.

This dissertation reports on a group of diverse immigrant youth (mostly, but not exclusively, Chinese and Mexican) that I followed for two years as they went about their daily lives in the English Language Development Program (ELD) in a Bay Area high school. I originally examined the ELD program as a place in which to find my categories of Asian immigrant youth. Over time I saw the ELD program with new "lenses;" it became both place and social space. So the research developed into an exploration of ethnic labeling among immigrant youth in general. The aim of this work is to examine an ELD program through place and space in order to observe the kinds of labels employed by and for immigrant youth.

ISBN: 9780549992486Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Mapping labeling acts among immigrant youth in an American high school.
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520 $a This dissertation reports on a group of diverse immigrant youth (mostly, but not exclusively, Chinese and Mexican) that I followed for two years as they went about their daily lives in the English Language Development Program (ELD) in a Bay Area high school. I originally examined the ELD program as a place in which to find my categories of Asian immigrant youth. Over time I saw the ELD program with new "lenses;" it became both place and social space. So the research developed into an exploration of ethnic labeling among immigrant youth in general. The aim of this work is to examine an ELD program through place and space in order to observe the kinds of labels employed by and for immigrant youth.
520 $a There are three types of labels, or labeling brands, identified in this work: race, immigrant, and school. Each brand imposes a status on immigrant youth. These label brands are not entirely distinct from each other. Youth sometimes use a single label to cover an intersection of racial, immigrant, and/or school status, depending on the context of when, where, and to what end it is used. This work examines two particular contexts: one in which youth and adults speak to each other; the other in which youth talk with each other. In both contexts, race labels dominate how youth relate to others, but with a difference. When speaking to adults, youth employ more labels that intersect race, immigrant, and school. Among their peers, however, immigrant youth more often employ exclusive racial labels, particularly for persons and events from the local Chinese and Mexican immigrant communities. Implications for immigration, race and ethnicity, and education are discussed.
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