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ERIC Number: EJ1026072
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1534-8431
Mexican Immigrant Students' Schooling Experiences and the Construction of Disengagement in Mathematics Learning Contexts
Barajas-López, Filiberto
Journal of Latinos and Education, v13 n1 p14-32 2014
Through an ethnographic and narrative inquiry approach, this study draws attention to the plight of 4 Mexican immigrant high school students and their pursuit of education and mathematics learning. Their elementary school stories and experiences show a deep relationship between the learning contexts in which these students largely do school (i.e., an English learner context) and the nature of students' relationships (or lack thereof) with teachers and their process of disengagement from mathematics learning and school. "Doing school" is used to convey a key distinction from simply attending school. "Attending school" assumes uniformity/neutrality in how students might experience schooling and is a passive way of describing student participation in school. "Doing school" implies that students make sense of and respond to their schooling experiences in different ways and accounts for how these experiences are shaped and/or influenced by other forces (e.g., structural forces, social forces) in and out of school.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A