2005
DOI: 10.1207/s15327892mcp0704_2
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I Can't See You if I Don't Know You: How Students Create Inequality

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Cited by 3 publications
(1 citation statement)
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“…Functional literacy skills such as how to follow a high school schedule, how to use public transportation, and how to read a textbook also were pointed out. In spite of the strides that are being made to address Professional materials the language acquisition and school adjustment needs of newcomer students, researchers are discovering problems with social interaction among non-English-speaking immigrant students and English-speaking students (Daoud & Quiocho, 2005). Short and Boyson point out that the newcomer programs they studied do not further perpetuate the segregation of newcomer students because they are transitory in nature, are located within schools, and are voluntary (p. 16).…”
mentioning
confidence: 99%
“…Functional literacy skills such as how to follow a high school schedule, how to use public transportation, and how to read a textbook also were pointed out. In spite of the strides that are being made to address Professional materials the language acquisition and school adjustment needs of newcomer students, researchers are discovering problems with social interaction among non-English-speaking immigrant students and English-speaking students (Daoud & Quiocho, 2005). Short and Boyson point out that the newcomer programs they studied do not further perpetuate the segregation of newcomer students because they are transitory in nature, are located within schools, and are voluntary (p. 16).…”
mentioning
confidence: 99%