ISBN: 978-1-87836-717-4 $21.95 | ||
1995/272 pages U.S.-Mexico Contemporary Perspectives Series Distributed for the Center for U.S.-Mexican Studies at the University of California, San Diego |
Yet for all the political controversy surrounding public funding of education for immigrant children—and even though these children will become a crucial component of the larger economy and society in years to come—very little is known about their educational progress and adaptation patterns to date.
The original works assembled in this volume address these complex issues systematically, as well as their implications for educational policy. The expert contributors sociologists, political scientists, anthropologists, psychologists, and educational policy analysts bring to the topic a wide range of theoretical perspectives and methodological approaches.
Several chapters report new comparative studies on patterns of acculturation and achievement among both U.S.-born and immigrant students. Others focus critically on educational policy and politics, particularly school restructuring reforms and efforts by public school systems to meet the needs of immigrant children.
The book will be of great use to scholars of immigration, ethnicity, and education, and to professional educators, applied researchers, and school district and government agency heads.
"The information presented in this book provokes educators, researchers, and policymakers to take a hard look at how we are educating immigrant children. . . . The reader is able not only to understand how a multitude of issues relate to the education of immigrant students, but also to comprehend how varied the issues are among different immigrant student populations. The findings emphasize the need to disentangle immigrant groups and to pay closer attention to each of their particularities."—Mitra Shavarini, Harvard Educational Review