Middle school choices for bilingual latino/a youth: When the magnet school represents "status" and the neighborhood school represents "solidarity"

被引：0
作者：
Cuero K.K. [1 ]
Worthy J. [2 ]
Rodríguez-Galindo A. [3 ]
机构：
[1] Department of Interdisciplinary Learning and Teaching, College of Education and Human Development, The University of Texas at San Antonio, San Antonio, TX 78249, One UTSA Circle
[2] Department of Curriculum and Instruction, College of Education, The University of Texas at Austin, Austin, TX
[3] Vaughn Gross Center for Reading and Language Arts, The University of Texas at Austin, Austin, TX
来源：
The Urban Review | 2009年 / 41卷 / 3期
关键词：
Bilingual students; Latinos; Magnet school programs; Middle school; Solidarity; Status;
D O I：
10.1007/s11256-008-0106-x
中图分类号：
学科分类号：
摘要：
Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, school observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district's magnet school program for their upcoming seventh grade-year instead of their neighborhood middle school. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the magnet school offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood school with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational 'choices' for bilingual Latino/a youth. © Springer Science+Business Media, LLC 2008.
引用
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页码：251 / 268
页数：17
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