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Invisible Borders for Mexican Immigrants in U.S. Schools

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15 diapositives · 295 Views · Sep 20, 2014

This study by Kimberly J. Howard, a PhD student at the University of South Carolina, examines the "invisible borders" challenging Mexican immigrant students in U.S. schools. Despite the growing Latino population, many Mexican immigrants struggle academically due to barriers rooted in cultural capital—both institutionalized (like grade placement) and embodied (such as assumed knowledge). Through ethnographic research in San Diego and Tijuana, this piece highlights the need for awareness and action in school administrations to bridge these gaps and support immigrant families.

#invisible borders for mexican immigrants in u.s. schools #invisible borders for mexican immigrants in u.s. schools ppt #powerpoint #presentation
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  1. Invisible Borders for Mexican Immigrants in U.S. Schools By Kimberly J. Howard PhD Student at University of South Carolina ESOL teacher in Lancaster County, SC

  2. What are the invisible borders that Mexican immigrant students face? When are they crossed? Why are they important?

  3. A call to research: • Problem: High numbers of Mexican Immigrants in U.S. schools are not succeeding educationally. • Goal: To illuminate difficulties and differences that Mexican immigrants encounter in U.S. schools

  4. Latino population growth in SC

  5. Latino population in South Carolina by country of origin

  6. Spanish-speaking ESOL students in South Carolina

  7. Grounding Theory “Cultural Capital” is a major factor in a student’s success. Cultural Capital can be: • Institutionalised- formally accredited learning • Objectified- art, books, and style • Embodied- non-accredited and tacit knowledge, tastes, and dispositions (Gary Bridge, Perspectives on Cultural Capital and the Neighbourhood, Urban Studies, April 2006, p. 720)

  8. Research Design • Ethnographic case study based in San Diego, California and Tijuana, Mexico • Data were collected by conducting formal and informal interviews, recording field notes as a non-participant observer, and by collecting artifacts

  9. Participants: 5 Mexican immigrant parents (3 interviews each) 2 U.S. teachers and 2 Mexican teachers(interview and classroom observation) 1 Mexican immigrant student (interview)

  10. Invisible borders are both Institutionalized and embodied (I/E): Claudia, Student, 22, Tijuana “…” (stereotypes) “…” (alienation-I/E) Amber Oros, Parent, 49, Mexico City “…” (assumed knowledge-E) “…” (grade placement-I) “…” (Mexican public school limitations-I) Delia Bond, Parent and Mexican Teacher, 49, Mexico City “…” (Mexican curriculum-I) “…” (price of university-I) Rosa Hernandez, Parent, 37, Tijuana Maria Valdes, Mexican Teacher, 43, Mexicali, “…” (parent participation-E)

  11. Institutionalized Invisible borders…

  12. Conclusions Education is culturally interpreted. When Mexican immigrants enter U.S. schools, there are both institutionalized (grade placement, school background) and embodied (assumed knowledge, parent participation) cultural capital that they do not share with their American peers. These differences become social borders that are often invisible to the parents, teachers, and the students themselves.

  13. Limitations and further research Limitations: time constraints, finances, access to participants, location and language ability. Further research: • A case study of Mexican immigrant High School students (comparison between states) • A comparison of Mexican and other Latino countries’ educational systems • Accurate data on dropouts • Tracking of Mexican immigrant students into special education

  14. Recommendations • Newcomer orientation programs should be implemented in schools for students and parents • Teachers and administrators should be made aware of these differences

  15. Questions????