"Echándole ganas": The Academic Identities of Undocumented Latino Youth

Autor/in	Punti, Gemma
Titel	"Echándole ganas": The Academic Identities of Undocumented Latino Youth
Quelle	In: Journal of Latinos and Education, 17 (2018) 4, S.314-329 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2017.1348300
Schlagwörter	Hispanic American Students; Undocumented Immigrants; Language Proficiency; English (Second Language); Identification (Psychology); Barriers; High School Students; Academic Aspiration; High School Graduates; Educational Environment; State Legislation; Access to Education; Postsecondary Education; Self Efficacy; Minnesota + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Illegaler Aufenthalt; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Oberschule; Graduate; Graduates; Absolvent; Absolventin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Landesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Self-efficacy; Selbstwirksamkeit
Abstract	This ethnographic study explores what happens in the lives of two 1.5-generation undocumented Latino youth that results in academic engagement or disengagement. It examines how turning points, policy, language proficiency, school structure, economic needs, and family and personal circumstances affect academic identities. Findings reveal how students' agency can make a big difference in explaining the high school graduation of youth who are proficient in English. Consequently, labeling students as low or high achievers disregards the fluidity of their academic identities as well as their capacity to change their academic trajectories within society's structural limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01