| Preface |
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ix | |
| Why Is This Study Significant? |
|
xi | |
| Acknowledgments |
|
xiii | |
| CHAPTER I The Immigration Experience and Resiliency of Mexican Families in the United States |
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1 | (15) |
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The Context of Mexican Immigration |
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2 | (2) |
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4 | (2) |
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School Performance of Mexican Children |
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6 | (4) |
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10 | (2) |
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12 | (1) |
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13 | (1) |
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14 | (2) |
| CHAPTER II Migrant Farm Workers and their Children |
|
16 | (12) |
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Role and Profile of the Migrant Farm Worker |
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16 | (2) |
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The Migrant Child's Educational Experience |
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18 | (4) |
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22 | (1) |
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A Compensatory Program: The Migrant Education Program |
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23 | (1) |
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Mid-1960's to Early 1970's: Segregated Classrooms |
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24 | (1) |
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Early and Mid- 1970's: Segregated, Six Months, Extended Day |
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24 | (1) |
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Mid- and Late 1970's: Return to Segregated Classrooms |
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25 | (1) |
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Late 1970's to Late 1980's: Integrated/Remedial Pullout Programs |
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25 | (1) |
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Early 1990's to Present Pullout Accelerated Instruction |
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25 | (1) |
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Present-Day Approaches: Schoolwide Projects |
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26 | (1) |
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Purpose of the Migrant Education Program |
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26 | (1) |
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27 | (1) |
| CHAPTER III The Struggles of the Migrant Lifestyle |
|
28 | (19) |
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28 | (1) |
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29 | (6) |
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35 | (5) |
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40 | (7) |
| CHAPTER IV The Family-Support and Influence |
|
47 | (22) |
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Belinda's Biographical Data |
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47 | (8) |
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Benito's Biographical Data |
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55 | (8) |
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Sonia's Biographical Data |
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63 | (6) |
| CHAPTER V The School |
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69 | (23) |
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School Work Versus Field Work: Mental Versus Physical |
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69 | (1) |
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Belinda's School Life and Experiences |
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69 | (10) |
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Benito's School Life and Experiences |
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79 | (4) |
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Sonia's School Life and Experiences |
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|
83 | (9) |
| CHAPTER VI The Mentors-Environmental Resources |
|
92 | (7) |
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The Human Connection: "You can! I will help you" |
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92 | (1) |
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Belinda's Mentors: "If it hadn't been for you" |
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92 | (2) |
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Benito's Mentor: "He turned my life around" |
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94 | (2) |
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Sonia's Mentors: "They were always encouraging us to do our best" |
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96 | (3) |
| CHAPTER VII The Present-Success Against All Odds |
|
99 | (14) |
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99 | (1) |
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Belinda's View of Success and Reflection |
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100 | (2) |
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102 | (3) |
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Benito's Views of Success and Reflection |
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105 | (1) |
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106 | (2) |
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Sonia's Views of Success and Reflection |
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108 | (1) |
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108 | (1) |
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Belinda: "I could do anything I really wanted to do" |
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109 | (1) |
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Benito: "I'm going to show them because 1 don't like to lose" |
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110 | (1) |
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Sonia: "I'll show you I can make it, and I will" |
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111 | (2) |
| CHAPTER VIII Analysis of Central Research Questions |
|
113 | (23) |
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115 | (2) |
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Stressors: Sociocultural Factors |
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117 | (1) |
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117 | (1) |
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118 | (1) |
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Ethnic and Language Minority Status |
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119 | (1) |
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119 | (1) |
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Family Income and Composition |
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120 | (1) |
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Educational and Occupational Status |
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120 | (1) |
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121 | (1) |
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Absence of Learning Materials |
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121 | (1) |
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Personal Characteristics: Personal Resources |
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121 | (2) |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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Support: Environmental Resources |
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125 | (1) |
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126 | (3) |
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129 | (2) |
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131 | (1) |
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131 | (1) |
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132 | (1) |
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132 | (1) |
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133 | (3) |
| CHAPTER IX Lessons Learned about Critical Ethnography and Pedagogy |
|
136 | (23) |
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This Ethnographic Research Project |
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137 | (4) |
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Lessons Learned from the Study |
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141 | (3) |
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144 | (3) |
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A Vygotskian Pedagogy of Hope |
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147 | (4) |
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151 | (4) |
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155 | (1) |
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155 | (1) |
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156 | (3) |
| References |
|
159 | (10) |
| Index |
|
169 | (4) |
| About the Authors |
|
173 | |
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