Literaturnachweis - Detailanzeige
Autor/inn/en | Dabach, Dafney Blanca; Suárez-Orozco, Carola; Hernandez, Sera J.; Brooks, Maneka Deanna |
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Titel | Future Perfect?: Teachers' Expectations and Explanations of Their Latino Immigrant Students' Postsecondary Futures |
Quelle | In: Journal of Latinos and Education, 17 (2018) 1, S.38-52 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Dabach, Dafney Blanca) ORCID (Brooks, Maneka Deanna) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-8431 |
DOI | 10.1080/15348431.2017.1281809 |
Schlagwörter | Immigrants; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Hispanic American Students; Teacher Student Relationship; Longitudinal Studies; Teacher Expectations of Students; Futures (of Society); Teacher Attitudes; Mexican Americans; Latin Americans; College Attendance; Interviews; California Immigrant; Immigrantin; Immigranten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Future; Society; Zukunft; Lehrerverhalten; Latin America; People; Lateinamerika; Bevölkerung; Volk; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Interviewing; Interviewtechnik; Kalifornien |
Abstract | Teacher expectancy research has demonstrated the greatest effects for members of racialized groups. Most research has focused on students' near-term abilities; missing are understandings of how teachers perceive their students' future trajectories. Drawing on social mirroring and attribution theories, this study investigates how 14 elementary, middle, and high school teachers of Latino immigrant students described and explained their students' post-high school futures. Most teachers described their students as non-college-bound, with employment likely in the service sector. They attributed their students' futures to family related explanations more often than to structural factors. The study's implications emphasize the need to develop deeper understanding of structural inequalities that mediate students' trajectories including schooling factors. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |