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The social organization of schools a...

Meador, Elizabeth Ann.

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The social organization of schools and student identity construction: The practice of becoming a student in middle school among newly immigrated Mexican girls.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The social organization of schools and student identity construction: The practice of becoming a student in middle school among newly immigrated Mexican girls./
作者:	Meador, Elizabeth Ann.
面頁冊數:	188 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4727.
Contained By:	Dissertation Abstracts International61-12A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9995747
ISBN:	049304695X

The social organization of schools and student identity construction: The practice of becoming a student in middle school among newly immigrated Mexican girls.
Meador, Elizabeth Ann.

The social organization of schools and student identity construction: The practice of becoming a student in middle school among newly immigrated Mexican girls. - 188 p.

Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4727.

Thesis (Ph.D.)--University of Colorado at Boulder, 2000.

In this study I examined the relationship between the categories and labels made available in the socially organized environment of two middle schools and the responses of newly immigrated Mexican middle school girls by looking at what I called student identity. I found that student identity was constructed within the boundaries that were produced in the following features of the social organization of the school: (1) decision making about students' placements, (2) types of educational programs, and (3) peer group interactions. While individual students felt varying levels of estrangement from teachers and administrators, this was only one piece of the social construction of student identity. Other influences that emerged in the data were the power of the American peer groups to dominate the classroom discourse and the limited and constrained categories that were available to Mexicana students. Thus schooling for Mexican descent girls offered limited opportunities for achievement due to the lack of status they had as second language learners.

ISBN: 049304695XSubjects--Topical Terms:

626654
Education, Sociology of.

The social organization of schools and student identity construction: The practice of becoming a student in middle school among newly immigrated Mexican girls.
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520 $a In this study I examined the relationship between the categories and labels made available in the socially organized environment of two middle schools and the responses of newly immigrated Mexican middle school girls by looking at what I called student identity. I found that student identity was constructed within the boundaries that were produced in the following features of the social organization of the school: (1) decision making about students' placements, (2) types of educational programs, and (3) peer group interactions. While individual students felt varying levels of estrangement from teachers and administrators, this was only one piece of the social construction of student identity. Other influences that emerged in the data were the power of the American peer groups to dominate the classroom discourse and the limited and constrained categories that were available to Mexicana students. Thus schooling for Mexican descent girls offered limited opportunities for achievement due to the lack of status they had as second language learners.
520 $a Student identity was evidenced by three intertwined categories: conformity, motivation, and engagement. Students had a variety of orientations to these categories that were mediated by ethnicity, socioeconomic class and gender. The cultural ideal of the school promoted the white, middle class athletes who spoke English as "good students," and others were measured against that standard. Mexican girls were perceived as unable to be good students because they were often reserved, did not participate in extracurricular sports, and they were not "Americans," according to the other students.
520 $a The research method used in this study was ethnography. Following standards for ethnographic research design in the field of educational anthropology, the techniques that I used included direct observation during prolonged and regular site visits over a period of one academic year, participant observation, face-to-face interviews conducted on site, and an emphasis on the insiders' natural view of reality. Thus, fieldnotes, interviews, stories of self, detailed descriptions of features of the social organization, and artifacts that were produced within the school setting or were student produced were collected for interpretation and analysis. The data was analyzed by searching for cultural patterns using domain analysis, taxonomic analysis, and componential analysis.
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