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Titolo:
COMPLICATING THE IMMIGRANT INVOLUNTARY MINORITY TYPOLOGY - CONCLUSION
Autore:
GIBSON MA;
Indirizzi:
UNIV CALIF SANTA CRUZ SANTA CRUZ CA 95064
Titolo Testata:
Anthropology & education quarterly
fascicolo: 3, volume: 28, anno: 1997,
pagine: 431 - 454
SICI:
0161-7761(1997)28:3<431:CTIIMT>2.0.ZU;2-7
Fonte:
ISI
Lingua:
ENG
Soggetto:
RECONSIDERING ANTHROPOLOGICAL EXPLANATIONS; ETHNIC SCHOOL FAILURE; EDUCATIONAL-ACHIEVEMENT; SEGMENTED ASSIMILATION; AMERICAN STUDENTS; PERFORMANCE; IDENTITIES; CHILDREN; SUCCESS; 2ND-GENERATION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Physical, Chemical & Earth Sciences
Citazioni:
96
Recensione:
Indirizzi per estratti:
Citazione:
M.A. Gibson, "COMPLICATING THE IMMIGRANT INVOLUNTARY MINORITY TYPOLOGY - CONCLUSION", Anthropology & education quarterly, 28(3), 1997, pp. 431-454

Abstract

Drawing on both international and U.S. studies, this article takes stock of what recent ethnographic research on immigrant and involuntary minority youth reveals about variability in school performance. Empirical reality proves to be far more complex than what can be explained through dichotomous typologies of accommodation and resistance, successand failure, or immigrant and involuntary minorities. Moreover, minority youth do better in school when they feel strongly anchored in the identities of their families, communities, and peers and when they feel supported in pursuing a strategy of selective or additive acculturation.

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Documento generato il 10/07/20 alle ore 03:16:26