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ERIC Number: ED485424
Record Type: Non-Journal
Publication Date: 2004-Jun
Pages: 192
Abstractor: Author
ISBN: ISBN-1-59451-044-X
Resiliency and Success: Migrant Children in the U.S.
Reyes, Pedro; Garza, Encarnacion; Trueba, Enrique T.
Paradigm Publishers
This book elucidates the amazing life journeys of academically successful migrant students. Most literature on Hispanic students--especially the children of migrant farm workers who have been referred to as the "invisible children," or the children of "ghost workers"--has focused on the sociocultural factors that have contributed to their low level of achievement, high attrition rates, and other academic failures. Such studies lead to a deficit model, portraying Hispanic children as deficient in a variety of ways, and through its negative focus perpetuates these failures. Offering vivid case studies of successful students, this book offers a corrective, helping teachers, education students, and researchers understand the factors that lead to success in 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. Contents of this book include: (1) Introduction; (2) The Immigration Experience and Resiliency of Mexican Families in the US; (3) Migrant Farm Workers and Their Children; (4) The Struggles of the Migrant Lifestyle; (5) The Family--Support and Influence; (6) The School; (7) The Mentors--Environmental Resources; (8) The Present--Success against All Odds; (9) Analysis of Central Research Questions; (10) Lessons Learned about Critical Ethnography and Pedagogy; and (11) Appendix: Methodology.
Paradigm Publishers, P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-887-1591 (Toll Free); Fax: 703-661-1501.
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Audience: Students; Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A