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Latina immigrant mothers' countersto...

McNee, Nancy Aileen.

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Latina immigrant mothers' counterstories of education: Challenging deficit myths.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Latina immigrant mothers' counterstories of education: Challenging deficit myths./
作者:	McNee, Nancy Aileen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	144 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3716246
ISBN:	9781321948097

Latina immigrant mothers' counterstories of education: Challenging deficit myths.
McNee, Nancy Aileen.

Latina immigrant mothers' counterstories of education: Challenging deficit myths. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 144 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ed.D.)--University of San Francisco, 2015.

This item must not be added to any third party search indexes.

Despite major gains in working-class Latin immigrant graduation rates and college attendance in recent years, most educators and administrators still perceive Latin students with deficit mindsets. Majoritarian storytelling perpetuates deficit myths about working-class Latin immigrant students and their families not valuing education. This study joins a growing body of research that uses counterstories to challenge deficit mentalities in education toward working-class Latin immigrant students and their families. This qualitative study involved individual, focus group, and member checking interviews with four Latin immigrant mothers in the San Francisco Bay Area. The goal of the study was to learn about the following areas: 1) the educational and schooling experiences and academic aspirations of the mothers, 2) the educational and schooling experiences of their children and grandchildren along with the mothers' academic aspirations for them, and 3) the mothers' schooling and education-related hopes for working-class Latin immigrant students in the United States in general. The educational counterstories shared by the mothers provided very rich data and detail, powerfully contradicting deficit ideas in education about working-class Latin immigrant students and their families. The findings support the importance of bilingual education, bilingualism, and biliteracy. Furthermore, the study concludes that amazing educational counterstories like these should be used as tools in teacher and administrator preparation programs for bilingual and social justice educators. The rich data provided by the counterstories is ideal material for teaching important educational concepts, theories, strategies, and methods.

ISBN: 9781321948097Subjects--Topical Terms:

2122778
Bilingual education.

Latina immigrant mothers' counterstories of education: Challenging deficit myths.
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520 $a Despite major gains in working-class Latin immigrant graduation rates and college attendance in recent years, most educators and administrators still perceive Latin students with deficit mindsets. Majoritarian storytelling perpetuates deficit myths about working-class Latin immigrant students and their families not valuing education. This study joins a growing body of research that uses counterstories to challenge deficit mentalities in education toward working-class Latin immigrant students and their families. This qualitative study involved individual, focus group, and member checking interviews with four Latin immigrant mothers in the San Francisco Bay Area. The goal of the study was to learn about the following areas: 1) the educational and schooling experiences and academic aspirations of the mothers, 2) the educational and schooling experiences of their children and grandchildren along with the mothers' academic aspirations for them, and 3) the mothers' schooling and education-related hopes for working-class Latin immigrant students in the United States in general. The educational counterstories shared by the mothers provided very rich data and detail, powerfully contradicting deficit ideas in education about working-class Latin immigrant students and their families. The findings support the importance of bilingual education, bilingualism, and biliteracy. Furthermore, the study concludes that amazing educational counterstories like these should be used as tools in teacher and administrator preparation programs for bilingual and social justice educators. The rich data provided by the counterstories is ideal material for teaching important educational concepts, theories, strategies, and methods.
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