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Showing papers in "Harvard Educational Review in 2001"


Journal ArticleDOI
TL;DR: In this paper, Gerardo Lopez expands the concept of parent involvement by illustrating ways that parents are involved in their children's educational development that lie outside of traditional school-related models.
Abstract: In this article, Gerardo Lopez expands the concept of "parent involvement" by illustrating ways that parents are involved in their children's educational development that lie outside of traditional school-related models. Rather than viewing involvement as the enactment of specific scripted school activities, Lopez describes how the Padillas, an (im)migrant family, understood involvement as a means of instilling in their children the value of education through the medium of hard work, and viewed taking their children to work as a form of involvement. Lopez argues that, while exposing their children to their hard work in the fields, the Padilla parents were simultaneously teaching them three important, "real-life" lessons: 1) to become acquainted with the type of work they do; 2) to recognize that this work is difficult, strenuous, and without adequate compensation; and 3) to realize that without an education they may end up working in a similar type of job. These findings not only challenge discursive/hege...

562 citations


Journal ArticleDOI
TL;DR: Conchas et al. as mentioned in this paper examined how school programs construct school failure and success among low-income immigrants and U.S.-born Latino students and found that, from students' perspectives, institutional mechanisms have an impact on Latino school engagement.
Abstract: Why do some low-income immigrant and native-born Latino students do well in school while others do not? Why are low-income Latino students less successful in school than their White peers? What are the effects of institutional mechanisms on low-income Latino school engagement? For the past two decades, the most persuasive answers to these questions have been advanced by the cultural-ecologists, who suggest that differences in academic achievement by race result from minority groups' perceptions of the limited opportunity structure. However, variations within the Latino student population remain — some Latino students succeed and some fail. In this article, Gilberto Conchas describes the results of a study that examined how school programs construct school failure and success among low-income immigrants and U.S.-born Latino students. The results of Conchas's study show that, from students' perspectives, institutional mechanisms have an impact on Latino school engagement, and he links cultural-ecological ex...

369 citations


Journal ArticleDOI
TL;DR: The authors argues that globalization is the reason that immigrant children are entering U.S. schools in unprecedented numbers, and argues that a critical but understudied area of recent scholarship on globalization has been the experiences of children.
Abstract: In this article, Marcelo Suarez-Orozco sets forth a new paradigm for understanding immigration and education in the United States, situating it within the broader context of globalization. Suarez-Orozco argues that globalization is the reason that immigrant children are entering U.S. schools in unprecedented numbers. He argues that a critical but understudied area of recent scholarship on globalization is the experiences of children.

343 citations


Journal ArticleDOI
TL;DR: In this paper, Marjorie Faulstich Orellana highlights the work immigrant children do as active agents in supporting and sustaining their families, households, and schools and argues that we should not lose sight of children's present lives and daily contributions in our concern for their future.
Abstract: In this article, Marjorie Faulstich Orellana highlights the work immigrant children do as active agents in supporting and sustaining their families, households, and schools. Building on the work of sociologists who examine children's engagement in social processes, Orellana maintains that we should not lose sight of children's present lives and daily contributions in our concern for their futures. Similarly, we should not see immigrant children only as a problem or a challenge for education and for society while overlooking their contributions to family and school. Integrated into her discussion are the voices of Mexican and Central American immigrant children living in California as they describe their everyday work as helpers at home and school. These examples illustrate how immigrant children's work can be understood in many ways — as volunteerism, as opportunities for learning, and as acts of cultural and linguistic brokering between their homes and the outside world. (pp. 366–389)

272 citations


Journal ArticleDOI
TL;DR: Greenleaf, Schoenbach, Christine Cziko, and Faye Mueller as discussed by the authors describe an instructional framework called reading apprenticeship, which is based on a socially and cognitively complex conception of literacy.
Abstract: Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic Literacy course based on this framework. Through case studies of student reading and analyses of student survey and test score data, they demonstrate that academically underperforming students became more strategic, confident, and knowledgeable readers in the Academic Literacy course. Students in Academic Literacy gained on average what is normally two years of reading growth within one academic year on a standardized...

228 citations


Journal ArticleDOI
Vivian Louie1
TL;DR: Lou Louie as mentioned in this paper examined how social class influences Chinese immigrant parents' expectations, strategies, and investment in their children's education and found significant differences in resources and educational strategies pursued by working-class parents and their middle-class counterparts.
Abstract: In this article, Vivian Louie examines how social class influences Chinese immigrant parents' expectations, strategies, and investment in their children's education. Her findings suggest that, across social class, Chinese immigrant parents have high expectations for their children, reflecting both immigrant optimism and immigrant pessimism about their children's outcomes. However, Louie finds significant differences in the resources and educational strategies pursued by working-class parents and their middle-class counterparts. Louie concludes that the role of the immigrant family is more multifaceted than suggested by previous theories on Asian American educational performance. (pp. 438–474)

211 citations


Journal ArticleDOI
TL;DR: Lee et al. as discussed by the authors explored how economic forces, relationships with the dominant society, perceptions of opportunities, family relationships, culture, and educational experiences affect Hmong American students' attitudes toward school, and the variation that exists among 1.5-and second-generation youth.
Abstract: Hmong American youth are often stereotyped by the popular press as either high-achieving "model minorities" or low-achieving "delinquents." In this ethnographic study, Stacey Lee attempts to move beyond the model minority image of 1.5-generation students and the delinquent stereotype of second-generation students to present a more complex picture of Hmong American students' school experiences. The author explores the way economic forces, relationships with the dominant society, perceptions of opportunities, family relationships, culture, and educational experiences affect Hmong American students' attitudes toward school, and the variation that exists among 1.5- and second-generation youth. This article provides insight into how forces inside and outside school affect attitudes toward education, and suggests possibilities for ways in which schools might better serve these students. (pp. 505–528)

205 citations


Journal ArticleDOI
TL;DR: Light as discussed by the authors examines the asymmetries between the current and earlier debates about the relationship between technology and society, and suggests that these differences may generate ways to enrich the current debate and begin a conversation about more robust solutions.
Abstract: The term digital divide entered the American vocabulary in the mid-1990s to refer to unequal access to information technology. However, public debate has addressed the digital divide as a technical issue rather than as a reflection of broader social problems. In this article, Jennifer Light critically analyzes how access to technology is constructed as a social problem and examines the particular assumptions about technology and inequality that frame the debate. Drawing on historical examples, Light examines why hopes that technology would improve society have often not been fulfilled. The author examines the striking asymmetries between the current and earlier debates about the relationship between technology and society. She invites us to consider the different ways in which the problem of access to technology has been constructed, and suggests that these differences may generate ways to enrich the current debate and begin a conversation about more robust solutions. (pp. 710–734)

164 citations


Journal ArticleDOI
TL;DR: Lucy Tse examines the experiences of one group of U.S. native bilinguals who have managed to develop high levels of literacy in both English and their home or "heritage" language (HL) as discussed by the authors.
Abstract: In this article, Lucy Tse examines the experiences of one group of U.S. native bilinguals who have managed to develop high levels of literacy in both English and their home or "heritage" language (HL). This unique group has defied the typical pattern among U.S. minority language speakers of losing the home language while learning English. The results show that biliteracy development is aided by the coexistence of two sets of factors related to a) language vitality and b) literacy environment and experiences. Participants had high levels of perceived language vitality resulting from parental, institutional, and peer support, which helped in their formation of a social identity inclusive of their heritage language and culture. Having access to HL literacy environments and guidance from more literate adults and peers allowed the participants to observe the use of HL literacy in meaningful and socially important ways. Tse discusses these and other results in terms of social and cultural identity formation, li...

159 citations


Journal ArticleDOI
TL;DR: Fuligni et al. as discussed by the authors used a comparative longitudinal approach to study the acculturation of children from different generations across time and throughout their development in the United States.
Abstract: In this article, Andrew Fuligni notes that, within the field of immigration, the process of acculturation has not been studied as a process of individual change over time. Instead, it has often been inferred from cross-sectional studies examining individual and group differences in adjustment. Fuligni argues that the limitations of traditional cross-sectional designs create a need for studies of acculturation that track the same immigrant children as they encounter and negotiate the potential differences between their own cultural traditions and those of the host society. He suggests an approach for studying acculturation that follows children from different generations across time and throughout their development. This comparative longitudinal approach allows investigators to isolate acculturative change from shifts that would have occurred through the course of the children’s development had they not immigrated. Acculturation can also be examined in terms of both the level and the developmental progression across different aspects of adjustment. This approach allows investigators to use various quantitative and qualitative methods to explore variations within and between immigrants in order to better identify and understand acculturation or acculturative change. Children have figured prominently in the dramatic rise in international migration over the past few decades. In the United States, the number of children with immigrant parents reached 13.8 million in 1997, representing almost one-fifth of American children (Rumbaut, 1998). These trends are perhaps nowhere more apparent than among people from Latin America and Asia, who account for the majority of the foreign-born population in the United States (U.S. Bureau of the Census, 1997). It has been estimated that

156 citations


Journal ArticleDOI
TL;DR: LeVine et al. as mentioned in this paper developed and tested a theoretical model of how women's schooling might contribute to social and demographic change by imparting skills and fostering other individual changes that alter women's patterns of social participation.
Abstract: In this article, Robert LeVine, Sarah LeVine, and Beatrice Schnell develop and test a theoretical model of how women's schooling might contribute to social and demographic change. Drawing upon research from many disciplines, the authors propose that schooling leads to social change by imparting skills and fostering other individual changes that alter women's patterns of social participation. They argue that, in schools, girls acquire aspirations, identities, skills, and models of learning that eventually affect their decisions regarding reproductive, child-rearing, and health behaviors. Among other things, girls learn an academic register that, the authors argue, is the official language of all bureaucracies, including health and family-planning clinics as well as schools. Proficiency in using this academic language is advantageous in oral communication with the health bureaucracy, and may lead to greater utilization of health services and, thus, improved reproductive and health outcomes. After explaining...

Journal ArticleDOI
TL;DR: The authors analyzed 1990 U.S. Census data to examine the combined effects of generation of U. S. residence (1st, 2nd, and 3rd) and race and ethnicity (Caribbean Blacks, African Blacks, and European Whites) on the educational attainment of immigrant Black youth.
Abstract: Despite speculation that immigrant and racial minority status may doubly disadvantage Black immigrant children in U.S. schools, researchers have rarely studied the educational attainment of immigrant Black youth. In this article, Xue Lan Rong and Frank Brown analyze 1990 U.S. Census data to examine the combined effects of generation of U.S. residence (1st, 2nd, and 3rd) and of race and ethnicity (Caribbean Blacks, African Blacks, and European Whites) on youths' total years of schooling and schooling completion at three levels — grammar school, high school, and four-year college. The results from their study show that these youths' educational attainment varies with race and pan-nationality, as well as with generation of residence. Based on their findings, Rong and Brown argue that as racial and ethnic identity is becoming increasingly complicated, educational practitioners need to move away from the conventional notion that equates each racial group with one culture and one ethnic identity. Using classic ...

Journal ArticleDOI
TL;DR: Mitchell as mentioned in this paper analyzed a debate regarding the purpose of education in a Vancouver suburb and showed how immigrants from Hong Kong successfully contest the normative assumptions of Western liberalism, in which the production of democracy, the practice of education, and the constitution of the nation state are naturally bound together.
Abstract: Why and how do shifts in the philosophical underpinnings of education occur? How should students be educated in and for democratic citizenship? In this article, Katharyne Mitchell explores these questions by analyzing a debate regarding the purpose of education in a Vancouver suburb. She shows how immigrants from Hong Kong successfully contest the normative assumptions of Western liberalism, in which the production of democracy, the practice of education, and the constitution of the nation-state are naturally bound together. By tracking the recent ideological debates and the actual decisions made, it is possible to analyze some of the growing rifts between a Dewey-inspired understanding of education and democracy and newer, more global, transnational educational narratives.

Journal ArticleDOI
TL;DR: Cummins as discussed by the authors presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory education reform.
Abstract: Jim Cummins presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory educat...

Journal ArticleDOI
TL;DR: In this article, Loukia Sarroub explores the relationships between Yemeni American high school girls and their land of origin and illustrates the tensions that often arise between immigrant students' lives and the goals of U.S. public schooling.
Abstract: In this article, Loukia Sarroub explores the relationships between Yemeni American high school girls and their land of origin. She also illustrates the tensions that often arise between immigrant students' lives and the goals of U.S. public schooling. Sarroub begins by providing historical background on Yemeni and Arab culture and international migration. Then, drawing upon a larger ethnographic study set in the Detroit, Michigan, area, she presents a case study of one girl's experiences in the contexts of home, school, and community in both the United States and Yemen. Throughout the study, Sarroub makes thematic comparisons to the experiences of five other Yemeni American high school girls. She uses the notion of the "sojourner" to highlight the fact that many Yemenis "remain isolated from various aspects of American life while maintaining ties to their homeland." Sarroub describes the relationships between Yemen and the United States as social and physical "spaces" from which high school girls' network...

Journal ArticleDOI
TL;DR: In this paper, the authors examine the question of whether high-stakes tests will mitigate or exacerbate inequities between racial and ethnic minority students and White students, and between female and male students.
Abstract: Which is more equitable, teacher-assigned grades or high-stakes tests? Nationwide, there is a growing trend toward the adoption of standardized tests as a means to determine promotion and graduation. "High-stakes testing" raises several concerns regarding the equity of such policies. In this article, the authors examine the question of whether high-stakes tests will mitigate or exacerbate inequities between racial and ethnic minority students and White students, and between female and male students. Specifically, by comparing student results on the Massachusetts Comprehensive Assessment System (MCAS) with teacher-assigned grades, the authors analyze the relative equitability of the two measures across three subject areas — math, English, and science. The authors demonstrate that the effects of high-stakes testing programs on outcomes, such as retention and graduation, are different from the results of using grades alone, and that some groups of students who are already faring poorly, such as African Ameri...

Journal ArticleDOI
TL;DR: Adair argues that educators committed to fostering social and economic equity through education must challenge themselves to understand how crucial postsecondary education is to low-income single mothers, to recognize that this student population is increasingly "at risk," and to work against legislation that at best discourages, and at worst prohibits, these students from entering into and successfully completing postsecondary degree programs as mentioned in this paper.
Abstract: In this article, Vivyan Adair argues that educators committed to fostering social and economic equity through education must challenge themselves to understand how crucial postsecondary education is to low-income single mothers, to recognize that this student population is increasingly "at risk," and to work against legislation that at best discourages, and at worst prohibits, these students from entering into and successfully completing postsecondary degree programs. Integrated into her discussion of recent welfare reform legislation are findings from her research. She presents data from interviews, in which students describe their desire to further their education and the frustrating obstacles that make this endeavor difficult and often impossible. Adair demonstrates that low-income, single-mother students experience dramatic and enduring benefits from completing college degrees, but that the opportunity and support required to do so is increasingly limited. She concludes that we must take steps toward ...

Journal ArticleDOI
TL;DR: For example, one in five children in the United States is the child of immigrants, and it is projected that by 2040 one in three children will fit this description (Rong & Prissle, 1998) as mentioned in this paper.
Abstract: To date, demographers, economists, and sociologists who focus almost exclusively on adults have dominated the agenda of immigration scholarship. Immigrant youth, however, are now the fastest growing sector of the child population (Landale & Oropesa, 1995). Today, one in five children in the United States is the child of immigrants, and it is projected that by 2040 one in three children will fit this description (Rong & Prissle, 1998). Given the numbers involved, how these children adapt and the educational pathways they take will clearly have profound implications for our society. Thus, there is an urgent need to expand our knowledge in this field.

Journal Article
TL;DR: Barbara Vacarr as mentioned in this paper analyzes a pivotal and tension-filled moment of encounter that took place in a graduate course examining the dangers of remaining silent in the face of others' oppression.
Abstract: Much of the diversity work on college campuses has focused on training multiculturally competent teachers and on transforming the curriculum to embody multiculturalism. Nevertheless, a gap remains between conceptual understandings of diversity work and teachers’ abilities to respond to challenging moments of encounters with difference. Drawing on her own experience, Barbara Vacarr analyzes a pivotal and tension-filled moment of encounter that took place in a graduate course examining the dangers of remaining silent in the face of others’ oppression. The author suggests that multicultural competence requires leaving behind the elevated position of teacher and confronting one’s own fear of vulnerability and ineptitude. Vacarr’s experience with the practice of Buddhist meditation provides a strategy for entering both the interpersonal encounter of the classroom and an intrapersonal encounter with oneself.

Journal ArticleDOI
TL;DR: Barbara Vacarr as mentioned in this paper analyzes a pivotal and tension-filled moment of encounter that took place in a graduate course examining the dangers of remaining silent in the face of others' oppression.
Abstract: Much of the diversity work on college campuses has focused on training multiculturally competent teachers and on transforming the curriculum to embody multiculturalism. Nevertheless, a gap remains between conceptual understandings of diversity work and teachers' abilities to respond to challenging moments of encounters with difference. Drawing on her own experience, Barbara Vacarr analyzes a pivotal and tension-filled moment of encounter that took place in a graduate course examining the dangers of remaining silent in the face of others' oppression. The author suggests that multicultural competence requires leaving behind the elevated position of teacher and confronting one's own fear of vulnerability and ineptitude. Vacarr's experience with the practice of Buddhist meditation provides a strategy for entering both the interpersonal encounter of the classroom and an intrapersonal encounter with oneself. (pp. 285-295)

Journal ArticleDOI
TL;DR: In the Voices Inside Schools section of its Fall 2000 issue, the Harvard Educational Review published an article entitled, "Historical perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom." The article was coauthored by Zachary Dean Sconiers, a middle school science teacher, and Jerry Rosiek, a university-based teacher educator and research methodologist as discussed by the authors.
Abstract: In the Voices Inside Schools section of its Fall 2000 issue, the Harvard Educational Review published an article entitled, "Historical Perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom." The article was coauthored by Zachary Dean Sconiers, a middle school science teacher, and Jerry Rosiek, a university-based teacher educator and research methodologist.


Journal ArticleDOI
TL;DR: In the last century, the United States experienced a wave of large-scale immigration that brought unprecedented numbers of hopeful people to this country to start a new and better life.
Abstract: At the beginning of the last century, the United States experienced a wave of large-scale immigration that brought unprecedented numbers of hopeful people to this country to start a new and better life. Coming from countries around the world, but mostly from Eastern and Southern Europe, these immigrants settled throughout the United States, in time shaping the culture and psyche of their new home to make the nation it is today.

Journal Article
TL;DR: This paper argued that public attempts divide the teaching profession and fuel anti-immigrant sentiment among teachers, and argued for educational opportunity for all children, including children of undocumented workers, in U.S. schools.
Abstract: Should children of undocumented workers be educated in U.S. schools? Some states have attempted to do away with bilingual and English as a Second Language (ESL) programs, which, as Eva Midobuche points out in this article, are naked attempts to marginalize children who are already at risk in our system. These public attempts divide the teaching profession and fuel anti-immigrant sentiment among teachers. The author's perspective is shaped by both her personal experience as a teacher and as someone who grew up along the U.S.-Mexico border. She argues for educational opportunity for all children.

Journal ArticleDOI
TL;DR: In this article, White analyzes the debate about affirmative action policies in education in Fiji and explores the impact of colonial discourses on the debates, showing how proponents of affirmative action use a colonial discourse that undercuts the power of their argument and yet paradoxically fails to acknowledge the historical roots of the lower educational attainment of the Fijian population.
Abstract: In this article, Carmen M. White analyzes the debate about affirmative action policies in education in Fiji and explores the impact of colonial discourses on the debates. She asserts that, much like in the United States, affirmative action policies in Fiji have been intended to correct past injustices to minority and underprivileged groups. She shows how proponents of affirmative action use a colonial discourse that undercuts the power of their argument and yet paradoxically fails to acknowledge the historical roots of the lower educational attainment of the Fijian population. In considering similarities of debate on this issue between the United States and Fiji, White offers an additional perspective from which to understand the affirmative action debate. (pp. 240–268)

Journal ArticleDOI
TL;DR: Lee and Smagorinsky as mentioned in this paper used the theories of the Soviet psychologist Lev Vygotsky through analysis of literacy learning and literacy research in communities of practice to illustrate the value of inquiry as an analytic approach to understand how people learn about literacy.
Abstract: Studies of cognition in education continue to suggest that learners acquire and internalize knowledge through social interaction with others. A term often used to describe this model of knowledge acquisition is inquiry, as in "inquiry-based learning." This model assumes that knowledge results from a process of constructing answers to questions about which learners are genuinely curious and in which they have some personal or professional investment. Two recent books from prominent literacy researchers illustrate the value of inquiry as an analytic approach to understanding how people learn about literacy. Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry, edited by Carol Lee and Peter Smagorinsky, expands upon and illustrates the theories of the Soviet psychologist Lev Vygotsky through analysis of literacy learning and literacy research in communities of practice.


Journal ArticleDOI
TL;DR: Using the poetry of Walt Whitman, an MIT graduation speech by Carleton Fiorina, the chief executive officer of Hewlett-Packard (the CEO), and the words of a teacher (the First-Grade Teacher), high school English teacher Mary Ellen Dakin shares with readers the transformation of her understanding of student achievement.
Abstract: Using the poetry of Walt Whitman (the Poet), an MIT graduation speech by Carleton Fiorina, the chief executive officer of Hewlett-Packard (the CEO), and the words of a teacher (the First-Grade Teacher), high school English teacher Mary Ellen Dakin shares with readers the transformation of her understanding of student achievement. Dakin expands her notions of intelligence and achievement to validate and incorporate ideas she had previously rejected. Through an introspective process, Dakin is able to find success in places she never thought to look. This essay encourages teachers to challenge and broaden the assumptions that they bring to teaching and learning. (pp. 269-284)

Journal ArticleDOI
TL;DR: In this article, a writer-in-residence in a number of public schools in Wake and Durham counties in North Carolina was struck by changing school demographics and culture, which had been made up almost exclusively of Black and White students.
Abstract: In my work as an artist and a writer-in-residence in a number of public schools in Wake and Durham counties in North Carolina, I was struck by changing school demographics and culture. These schools — which had been made up almost exclusively of Black and White students—were experiencing a growing population of immigrant children, mostly children of migrant workers from Mexico, whose families were choosing to settle permanently in the area.

Journal ArticleDOI
TL;DR: In this paper, Axtell's The Pleasures of Academe and Annette Kolodny's Failing the Future offer compelling and ultimately competing visions of the state of U.S. higher education on the doorstep of the twenty-first century.
Abstract: U.S. higher education has arrived at the new millennium in an environment that might charitably be called "dynamic." A demographic incline is bringing a larger and more diverse student body to the doors of U.S. colleges and universities. New technologies are multiplying venues for education, but our institutions of higher learning are simultaneously facing enormous pressures from penurious legislatures, growing competition from for-profit universities, and regents and state boards of higher education flocking to the banner of greater accountability. In the midst of these challenges, James Axtell's The Pleasures of Academe and Annette Kolodny's Failing the Future offer compelling and ultimately competing visions of the state of U.S. higher education on the doorstep of the twenty-first century.