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Books on the topic 'Immigrants schooling'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Vermeulen, Hans, and Joel Perlmann, eds. Immigrants, Schooling and Social Mobility. Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780333985502.

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2

Wright, Giles R. Schooling and education. New Jersey Historical Commission, Dept. of State, 1987.

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3

Somé, Touorizou Hervé. Immigration and schooling: Redefining the 21st century America. Information Age Publishing, 2015.

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4

Chiswick, Barry R. Why is the payoff to schooling smaller for immigrants? IZA, 2005.

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5

Quigley, Denise D. A schooling and employment profile of immigrant and native youth, 1970-1990. RAND, 1995.

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6

1959-, Alexander-Kasparik Rosalind, Queen Robin M. 1966-, and Educational Resources Information Center (U.S.), eds. Through the golden door: Educational approaches for immigrant adolescents with limited schooling. Delta Systems, 1998.

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7

Migration, multilingualism and schooling in Southern Europe. Cambridge Scholars Publishing, 2013.

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8

William, Smathers, and Tang Lixing Frank, eds. Meeting the needs of students with limited or interrupted schooling: A guide for educators. University of Michigan Press, 2009.

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9

Latino immigrant youth and interrupted schooling: Dropouts, dreamers and alternative pathways to college. Multilingual Matters, 2015.

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10

A, Gibson Margaret, and Ogbu John U, eds. Minority status and schooling: A comparative study of immigrant and involuntary minorities. Garland, 1991.

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11

Subtractive schooling: U.S.-Mexican youth and the politics of caring. State University of New York Press, 1999.

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12

Arif, Rabia. The effects of external migration on enrolments, accumulated schooling, and dropouts in Punjab. Centre for Research in Economics and Business, 2013.

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13

McLaughlin, H. James. Schooling in Mexico: A brief guide for U.S. educators. ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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14

Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. State University of New York Press, 2005.

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15

High literacy and ethnic identity: Dominican American schooling in transition. Rowman & Littlefield Publishers, 2001.

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16

Learning to forget: Schooling and family life in New Haven's working class, 1870-1940. Yale University Press, 2005.

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17

Hartley, Robyn. Getting a lot further--: Some factors influencing decisions which ethnic families make about children's schooling and post-school futures. Government Printer, 1987.

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18

Xu, Shijing. Cross-Cultural Schooling Experiences of Chinese Immigrant Families. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46103-8.

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19

Ofelia, García, ed. Additive schooling in subtractive times: Bilingual education and Dominican immigrant youth in the Heights. Vanderbilt University Press, 2011.

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20

Devine, Dympna. Immigration and schooling in the Republic of Ireland: Making a difference? Manchester Univ. Press, 2011.

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21

(Editor), Hans Vermeulem, and Joel Perlmann (Editor), eds. Immigrants, Schooling and Social Mobility. Palgrave Macmillan, 2000.

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22

(Editor), Hans Vermeulem, and Joel Perlmann (Editor), eds. Immigrants, Schooling and Social Mobility. Palgrave Macmillan, 2000.

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23

(Editor), Monica Gendreau, ed. Immigrants and Schooling: Mexicans in New York. Center Migration Studies, 2003.

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24

Graham, Patricia Albjerg. Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.001.0001.

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In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of Englis

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25

Hans, Vermeulen, and Perlmann Joel, eds. Immigrants, schooling, and social mobility: Does culture make a difference? St. Martin's Press, 2000.

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26

Immigrants, Schooling and Social Mobility: Does Culture Make a Difference? Palgrave Macmillan, 2000.

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27

Coercive concern: Nationalism, liberalism, and the schooling of Muslim youth. Stanford University Press, 2016.

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28

Migration, Religion, and Schooling in Liberal Democratic States. Taylor & Francis Group, 2017.

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29

1972-, Li Guofang, ed. Multicultural families, home literacies, and mainstream schooling. Information Age Pub., 2009.

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30

Xu, Shijing. Cross-cultural schooling experiences of Chinese immigrant families: In search of home in times of transition. 2017.

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31

Xu, Shijing. Cross-Cultural Schooling Experiences of Chinese Immigrant Families: In Search of Home in Times of Transition. Palgrave Macmillan, 2018.

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32

History of Immigrant Female Students in Chicago Public Schools, 1900-1950 (History of Schools and Schooling, 36). Peter Lang Publishing, 2003.

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33

Lassonde, Stephen. Learning to Forget: Schooling and Family Life in New Haven's Working Class, 1870-1940. Yale University Press, 2010.

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34

Lassonde, Stephen. Learning to Forget: Schooling and Family Life in New Haven's Working Class, 1870-1940. Yale University Press, 2008.

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35

Learning to Forget: Schooling and Family Life in New Haven's Working Class, 1870-1940. Yale University Press, 2007.

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36

Xu, Shijing. In search of home on landscapes in transition: Narratives of newcomer families' cross-cultural schooling experience. 2006.

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37

Ibarra, Guillermo, ed. Americanism and Anti-Americanism of Mexican Immigrants in Los Angeles. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040832.003.0030.

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This essay argues that U.S.-Mexico relations are so paradoxical, unstable, and sensitive that it is difficult to determine whether or not Mexican people have anti-American sentiments. A randomized survey conducted by Ibarra and his research team in 2004 with foreign-born Mexicans from Sinaloa in Los Angeles County included questions about their attitudes and values. The answers revealed a growing adhesion of these immigrants to an American way of life but in a transformed fashion, keeping their ethno-national identities and forming transnational multicultural identities that cannot be labeled

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38

East Is East, West Is West: Home Literacy, Culture, and Schooling (Rethinking Childhood, V. 28.). Peter Lang Publishing, 2002.

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39

Minority Status, Oppositional Culture and Schooling (Sociocultural, Political, and Historical Studies in Education Se). Routledge, 2008.

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40

Minority Status, Oppositional Culture and Schooling (Sociocultural, Political, and Historical Studies in Education Se). Routledge, 2008.

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41

Gibson, Margaret A., and John U. Ogbu. Minority Status and Schooling: A Comparative Study of Immigrant and Involuntary Minorities (Reference Books in International Education, Vol 7). Garland Publishing, 1991.

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42

Sanders, James W. Peace at Almost Any Price, 1846–1866. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190681579.003.0003.

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John Fitzpatrick was the third Roman Catholic bishop of Boston. A Boston native and the son of Irish immigrants, he attended public schools, including the prestigious Boston Latin School. He enjoyed acceptance by the best of Boston society but seemed to fear causing offense to the Yankees while serving his struggling Irish immigrant flock, many of whom came to America in the wake of the Potato Famine. Although he privately supported efforts by others in the diocese, such as Father McElroy and the Sisters of Notre Dame, to open parochial schools, he took no action himself to establish a system

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43

Qualities of effective programs for immigrant adolescents with limited schooling. ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 1998.

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44

Gross, Robert N. Competing Schools. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.003.0003.

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Chapter 2 details how the rapid expansion of private, Catholic schooling in the 1870s and 1880s introduced unforeseen competition that transformed urban education. Newly constructed Catholic parochial schools in cities like Pittsburgh siphoned tens of thousands of Catholic students away from urban public schools. As a result, conflicts over growing parochial school attendance seemed ensured. Public officials initially responded by attempting to adapt to their new competitors. In hopes of attracting Catholic immigrants, for example, school boards in cities such as Cleveland and Chicago adopted

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45

Sanders, James W. Laying the Cornerstone, 1825–1846. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190681579.003.0002.

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Benedict Fenwick, the second Roman Catholic bishop of Boston, had a rocky relationship both with the continued influx of Irish peasants and the Boston establishment. His priority was to lay the groundwork for Catholic higher education in Boston rather than establishing a parochial school system. Given that the Boston public schools presented a clear challenge to the faith of the Roman Catholic newcomers, one might expect that there would be a concerted counter-effort to provide a Catholic school alternative. However, the overall parochial school effort in Boston was much less than would have b

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46

Chi, Xiaohong. Cross-Cultural Experiences of Chinese Immigrant Mothers in Canada: Challenges and Opportunities for Schooling. Palgrave Macmillan, 2020.

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