‘Good’ students and ‘involved’ mothers: Latin@ responses to normalization pressures in schools

Cuero, Kimberley K.; Valdez, Verónica E.

doi:10.1080/09518398.2010.529845

Cited by 12 publications

(5 citation statements)

References 16 publications

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“…Within the cluster of quantitative research, parental attitudes were only rarely addressed as a resource factor (N = 2 codes). A number of studies identified parental positive attitudes towards the national educational system, parental positive perception of the school environment, their optimistic views of children's educational success as being crucial for minority students' successful school adjustment Bodovski & Durham, 2010;Kennedy Cuero & Valdez, 2012;Perreira et al, 2006;Weidong & Chen, 2017). Although parents' high educational aspirations were mentioned more frequently as resource factors (Kumi-Yeboah & Smith, 2017;Sime & Pietka-Nykaza, 2015;Yu et al, 2017), some studies identified them as risk factors as they can be considered a stressor (Cone et al, 2014;.…”

Section: Parental Attitudesmentioning

confidence: 99%

School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors

et al. 2021

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In today's multicultural societies, the question of how school adjustment (adapting to the role of being a student) can be promoted for students from ethnic minority backgrounds is of high importance. The ecological approach to acculturation research proposes minority students' school adjustment is shaped by the surrounding context, and it suggests that the microsystem family plays an important role. Specifically, parents' acculturation, practices, attitudes, and background have been identified as key factors. While there exist systematic reviews of the impact of parental factors more broadly, some of which researched ethnic minorities, a comprehensive literature review of family-related factors that affect ethnic minority youth's school adjustment is missing. The present study provides a synthesis of qualitative and quantitative empirical research of interest, including 60 qualitative and 46 quantitative studies. Its content analysis portrays in what ways parental acculturation, practices, attitudes and background can support or hamper school adjustment among ethnic minority youth. A subsequent metaanalysis quantifies the strength of the impact of these parental variables on the school adjustment of their children. Our findings show that parental practices have the most crucial impact on the psychological well-being, academic self-esteem and aspirations, behaviour and achievement outcomes of minority youth.

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Section: Parental Attitudesmentioning

confidence: 99%

School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors

et al. 2021

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“…Structural and economic barriers to Latinas girls’ educational advancement and attainment begin as early as Kindergarten (Rodríguez and Cervantes-Soon, 2020). Upon entering school, young Latinas are often labeled as “at-risk” of early pregnancy (López and Chesney-Lind, 2014) and framed as culturally and linguistically deficient (Cuero and Valdez, 2012). Many factors impede the PreK-12 schooling experiences of Latinas, including high tuition rates for pre-school programs and a scarcity of bilingual teachers in these programs (Gándara, 2015; Rodríguez and Cervantes-Soon, 2020).…”

Section: Latina Girls and Educationmentioning

confidence: 99%

Composing college identities: Latina girls writing their way to the Universidad

Flores

2023

ETPC

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Purpose The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities. Design/methodology/approach This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development. Findings Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors. Originality/value This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities.

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“…When discussing the knowledge experiences of transnational students, scholars (Cuero, 2010; Cuero & Valdez, 2012; Dabach & Fones, 2016; Kwon et al, 2019; Lam & Warriner, 2012; Sánchez, 2007) have built from the work of Moll and colleagues (González et al, 2006; Moll et al, 1992)— funds of knowledge —“historically accumulated and culturally developed bodies of knowledge and skills essential for household and individual functioning and well‐being” (Moll et al, 1992, p. 133). Originally, this concept was developed to recognize the work of families in homes as critical sites of teaching and learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World

Nuñez

2023

Reading Research Quarterly

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This article focuses on the experiences of transnational Latinx youth and families through historias shared by the mothers. Transnational communities such as those from Latinx immigrant backgrounds have acquired critical perspectives because of their experiences in and across borders that have become central to their understanding of how to navigate learning in the U.S. context. As such, learning about border‐crossing knowledge and literacies from transnational students, families, and communities has become increasingly relevant and a timely pressing topic in today's U.S. language and literacy education and beyond. This study employed a pláticas methodology to capture how transnational Latinx mothers storied their bilingual children's biliteracies. This study draws on transnational literacies and transcultural knowledge to conceptualize border‐crossing biliteracies, a lens for understanding how transnational children read and write the world. Drawing on this lens, the findings reveal how transnational Latinx families disrupt and expand the meaning of family, language, literacy, and cultural teaching and learning for transnational Latinx youth. Rooted in their experiences, this article discusses and unpacks the meaning of border‐crossing biliteracies pedagogy and offers implications for bilingual educators, curriculum developers, and researchers.

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‘Good’ students and ‘involved’ mothers: Latin@ responses to normalization pressures in schools

Cited by 12 publications

References 16 publications

School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors

School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors

Composing college identities: Latina girls writing their way to the Universidad

Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World

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