LEADER 05521oam 2200697I 450 001 9910971854403321 005 20251117045009.0 010 $a1-317-25290-X 010 $a1-317-25289-6 010 $a1-315-63239-X 024 7 $a10.4324/9781315632391 035 $a(CKB)3710000000526785 035 $a(EBL)4186474 035 $a(MiAaPQ)EBC4186474 035 $a(Au-PeEL)EBL4186474 035 $a(CaPaEBR)ebr11128047 035 $a(CaONFJC)MIL877587 035 $a(OCoLC)932340266 035 $a(OCoLC)931534653 035 $a(FINmELB)ELB141525 035 $a(BIP)54362834 035 $a(BIP)9796424 035 $a(EXLCZ)993710000000526785 100 $a20180706e20162004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aResiliency and success $emigrant children in the United States /$fEncarnacion Garza, Pedro Reyes, Enrique T. Trueba 205 $a1st ed. 210 1$aAbingdon, Oxon :$cRoutledge,$d2016. 215 $a1 online resource (188 p.) 300 $aFirst published 2004 by Paradigm Publishers. 311 08$a1-59451-045-8 311 08$a1-59451-044-X 320 $aIncludes bibliographical references and index. 327 $aCover; Half Title; Title Page; Copyright Page; Table of Contents; Preface; Why Is This Study Significant?; Acknowledgments; Chapter I The Immigration Experience and Resiliency of Mexican Families in the United States; The Context of Mexican Immigration; Immigration Stressors; School Performance of Mexican Children; Resiliency; Social Network Support; External Support; Personal Attributes; Chapter II Migrant Farm Workers and their Children; Role and Profile of the Migrant Farm Worker; The Migrant Child's Educational Experience; The Educational System 327 $aA Compensatory Program: The Migrant Education ProgramMid-1960s to Early 1970s: Segregated Classrooms; Early and Mid-1970s: Segregated, Six Months, Extended Day; Mid- and Late 1970s: Return to Segregated Classrooms; Late 1970s to Late 1980s: Integrated/Remedial Pullout Programs; Early 1990s to Present: Pullout Accelerated Instruction; Present-Day Approaches: Schoolwide Projects; Purpose of the Migrant Education Program; Summary; Chapter III The Struggles of the Migrant Lifestyle; Introduction; Belinda's Experience; Benito's Experience; Sonia's Experience 327 $aChapter IV The Family-Support and InfluenceBelinda's Biographical Data; Benito's Biographical Data; Sonia's Biographical Data; Chapter V The School; School Work Versus Field Work: Mental Versus Physical; Belinda's School Life and Experiences; Benito's School Life and Experiences; Sonia's School Life and Experiences; Chapter VI The Mentors-Environmental Resources; The Human Connection: "You can! I will help you"; Belinda's Mentors: "If it hadn't been for you"; Benito's Mentor: "He turned my life around"; Sonia's Mentors: "They were always encouraging us to do our best" 327 $aChapter VII The Present-Success Against All OddsBelinda; Belinda's View of Success and Reflection; Benito; Benito's Views of Success and Reflection; Sonia; Sonia's Views of Success and Reflection; Destiny's Architect; Belinda: "I could do anything I really wanted to do"; Benito: "I'm going to show them because I don't like to lose"; Sonia: "I'll show you I can make it, and I will"; Chapter VIII Analysis of Central Research Questions; Related Themes; Stressors: Sociocultural Factors; Mobility; Poverty; Ethnic and Language Minority Status; Children's Need to Work; Family Income and Composition 327 $aEducational and Occupational StatusSubstandard Housing; Absence of Learning Materials; Personal Characteristics: Personal Resources; Sonia; Belinda; Benito; Support: Environmental Resources; Family Support; School Support; Expectations and Caring; Family Expectations; Caring Families; School Expectations; Coping Strategies; Chapter IX Lessons Learned about Critical Ethnography and Pedagogy; This Ethnographic Research Project; Lessons Learned from the Study; Critical Ethnography; A Vygotskian Pedagogy of Hope; Concluding Thoughts; Appendix; Belinda; Benito; Sonia; References; Index 327 $aAbout the Authors 330 $aThis book elucidates the amazing life journeys of academically successful migrant students. Offering vivid case studies of successful students, this book helps teachers, education students, and researchers understand the factors that lead to success by minority language children. The authors develop the lessons of student success stories into recommendations for schools and for educational policy. Readers gain from this book the stories of real students, the challenges they faced, and the means by which students and schools may overcome language and cultural barriers to educational success. 606 $aChildren of migrant laborers$xEducation$zUnited States 606 $aMexican Americans$xEducation 606 $aMexicans$xEducation$zUnited States 615 0$aChildren of migrant laborers$xEducation 615 0$aMexican Americans$xEducation. 615 0$aMexicans$xEducation 676 $a371.826/24 700 $aGarza$b Encarnacion$f1950-,$01865533 701 $aReyes$b Pedro$f1954-$01865534 701 $aTrueba$b Enrique T.$f1931-$01865535 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910971854403321 996 $aResiliency and success$94472655 997 $aUNINA