Middle School Choices for Bilingual Latino/a Youth: When the Magnet School Represents "Status" and the Neighborhood School Represents "Solidarity"

Autor/inn/en	Cuero, Kimberley K.; Worthy, Jo; Rodriguez-Galindo, Alejandra
Titel	Middle School Choices for Bilingual Latino/a Youth: When the Magnet School Represents "Status" and the Neighborhood School Represents "Solidarity"
Quelle	In: Urban Review: Issues and Ideas in Public Education, 41 (2009) 3, S.251-268 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-008-0106-x
Schlagwörter	Stellungnahme; Bilingual Students; School Choice; Neighborhood Schools; Magnet Schools; Grade 6; Hispanic American Students; Middle School Students; Social Status; Interviews; Teacher Attitudes; Student Attitudes; Observation; Group Discussion; Females; Grade 7; Decision Making; Peer Relationship; Siblings + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; School year 06; 6. Schuljahr; Schuljahr 06; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Sozialer Status; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Beobachtung; Gruppendiskussion; Weibliches Geschlecht; School year 07; 7. Schuljahr; Schuljahr 07; Decision-making; Entscheidungsfindung; Peer-Beziehungen; Sibling; Geschwister
Abstract	Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district's magnet school program for their upcoming seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational "choices" for bilingual Latino/a youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10