Journal of Family Diversity in Education最新文献_第3页

“Your Eyes Open and so do Your Ears”: Centering Knowledge of Families with Refugee Backgrounds during a Follow-up Interview “你的眼睛睁得开，你的耳朵也睁得开”:在后续访谈中以难民背景家庭的知识为中心

Journal of Family Diversity in Education Pub Date : 2021-09-03 DOI: 10.53956/jfde.2021.157

Cynthia C. Reyes, S. Haines, Hemant Ghising, Ashraf Alamatori, Madina Haji, Rachel Hurwitz

{"title":"“Your Eyes Open and so do Your Ears”: Centering Knowledge of Families with Refugee Backgrounds during a Follow-up Interview","authors":"Cynthia C. Reyes, S. Haines, Hemant Ghising, Ashraf Alamatori, Madina Haji, Rachel Hurwitz","doi":"10.53956/jfde.2021.157","DOIUrl":"https://doi.org/10.53956/jfde.2021.157","url":null,"abstract":"In an exploratory case study of partnerships between educators and refugee families recently resettled in the U.S, we conducted follow-up interviews with each of the ten participating families during year one. In this paper, we report on themes from these interviews highlighted in three family case studies. We used methodological approaches that enabled us to reenvision and interrogate the power structure inherent in research relationships between ‘researcher’ and ‘researched.” The purposes of the additional interview were to conduct a member check on the data we had gathered, understand what had changed since our initial interview with the family, and gather families’ feedback about our comportment and methods. The two-part question was, How might decolonizing methods from a postcolonial lens serve as guideposts for disrupting research methods with families with refugee backgrounds?, and How did partnering with transnational student researchers inform ways of representing the family narratives? The follow-up narratives suggest a complex understanding of building knowledge within the limitations of a conventional research paradigm.\u0000 \u0000 \u0000 \u0000 ","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126022377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“We have stories to share!”: Narratives of Identity and Perspectives of Japanese Descent Teachers in the USA “我们有故事要分享!”:美国日裔教师的身份叙事与视角

Journal of Family Diversity in Education Pub Date : 2019-05-17 DOI: 10.53956/jfde.2019.143

Gumiko Monobe, Barbara L. Seidl

{"title":"“We have stories to share!”: Narratives of Identity and Perspectives of Japanese Descent Teachers in the USA","authors":"Gumiko Monobe, Barbara L. Seidl","doi":"10.53956/jfde.2019.143","DOIUrl":"https://doi.org/10.53956/jfde.2019.143","url":null,"abstract":"As the number of immigrant children entering school systems increases across the globe, preparing teachers to support these children and their families is of critical importance. How to support and bring strength to English language learners (ELLs) and immigrant children is a new subject among the scholarship of teacher education, due to the increasing numbers of immigrant children. There are unique complexities that educators need to consider, including: (a) their own cross/bicultural, bilingual identity development, (b) their interpersonal relationship building, and (c) their hybrid experiences in a culturally and linguistically unfamiliar environment with other children and teachers in a new country.In this study, we focus mainly on three teachers who are Japanese descent and their support of Japanese immigrant students. Findings from this study suggest that the three teachers used their funds of knowledge (GonzÃ¡lez, Moll, & Amanti, 2005) as immigrants and immigrant teachers to support their Japanese immigrant students in the following three categories: building interpersonal connections, cross-cultural mediation, and nurturing identity development in the context of hybridity and wholeness.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"29 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126988174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preservice Teachers’ Memories of Home-School Connections and Their Link to Anticipated Practices 职前教师家校联系的记忆及其与预期实践的联系

Journal of Family Diversity in Education Pub Date : 2019-05-17 DOI: 10.53956/jfde.2019.142

Kyle E. Miller

引用次数: 3

Parental Involvement and Educational Achievement of South Korean High School Students 韩国高中生的父母参与与学业成就

Journal of Family Diversity in Education Pub Date : 2019-05-14 DOI: 10.53956/jfde.2019.128

Se-Kyung An, K. Naidoo

{"title":"Parental Involvement and Educational Achievement of South Korean High School Students","authors":"Se-Kyung An, K. Naidoo","doi":"10.53956/jfde.2019.128","DOIUrl":"https://doi.org/10.53956/jfde.2019.128","url":null,"abstract":"Over the past few decades, South Korea, as a rapidly transforming society, has witnessed a massive drive for educational credentials. Some scholars suggest that South Korea has been gripped by an education fever that is leading to huge investments of economic and social capital to further young people’s educational interests. This article refers to a study of three high-achieving South Korean schools. Through the conducting of a survey among 206 school students, 71 teachers and 254 parents, the study aimed to identify the key factors deemed to be responsible for high educational achievement in the schools. Social capital and its physical, relational, structural, and cognitive dimensions presented the conceptual and analytical tools of the study. The findings suggest, after all dimensions are considered, that familial social capital and the nature of parental involvement are most definitive for students’ success. In this sense there is correspondence with James Coleman’s views on the importance of family background as significant in determining how students ultimately perform. However, there is also an indication that mothers and fathers involve themselves differently – and that boarding school students benefit from retaining some distance away from family. The article concludes by offering a set of general recommendations useful for policy-makers in any society seeking to enhance students’ educational achievements.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"474 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128782120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Niam Txiv Txoj Kev Txawj Ntse: A Psychosociocultural Understanding of Hmong Parents' Support of their Hmong American Undergraduates 苗族父母对美籍苗族大学生支持的心理社会文化理解

Journal of Family Diversity in Education Pub Date : 2019-05-14 DOI: 10.53956/jfde.2019.130

Pa Her, Alberta M. Gloria, Shee Yee Chang, Pahoua Thao, Douachong Lee, M. Xiong

引用次数: 2

Bridging the Gaps: Parental Involvement and Asian Non-native English Speakers’ Postsecondary Enrollment 弥合差距:父母参与与亚洲非英语母语人士的中学后入学

Journal of Family Diversity in Education Pub Date : 2019-05-14 DOI: 10.53956/jfde.2019.119

Ellen Yeh, Guofang Wan

{"title":"Bridging the Gaps: Parental Involvement and Asian Non-native English Speakers’ Postsecondary Enrollment","authors":"Ellen Yeh, Guofang Wan","doi":"10.53956/jfde.2019.119","DOIUrl":"https://doi.org/10.53956/jfde.2019.119","url":null,"abstract":"While the number of the Asian non-native English speakers (NNESs) is increasing, their postsecondary education (PSE) enrollment rate has remained low in comparison to enrollment rates of Asian native English speakers (NESs). The achievement gap in postsecondary enrollment between NNESs and NESs has widened, due not only to content areas such as reading and language arts that require higher English proficiency but also sociocultural factors, such as parental involvement. The current study aims to investigate the extent to which parental involvement factors predict the likelihood of Asian NNESs PSE enrollment after controlling for socioeconomic and linguistic factors. This study, being an expansion of previous work, which explored parental involvement and NNESs' PSE in the U.S., uses the national representative data from the Education Longitudinal Study dataset in 2002 (ELS: 2002) and a binary multilevel logistic regression model analysis. The results indicate that parental involvement is related to a greater likelihood of attending PSE institutions. Among the various forms of parental involvement, parent-student involvement and parent-school involvement have the greatest impact on Asian NNESs' PSE enrollment. The results also showed that Asian NNESs' enrollment is higher if their parents participate in school volunteer work. Limitations, future studies, and implications for educators, parents and school policy makers will also be discussed.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128688047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

On the Limits of Digital Storytelling as a Participatory Community-Engaged Methodology 论数字叙事作为参与式社区参与方法论的局限性

Journal of Family Diversity in Education Pub Date : 2018-12-10 DOI: 10.53956/jfde.2018.134

L. Beckett

引用次数: 1

Using Participatory Action Research to Create Systematic Parent Engagement 使用参与式行动研究创造系统的家长参与

Journal of Family Diversity in Education Pub Date : 2018-12-10 DOI: 10.53956/jfde.2018.131

Debbie Pushor

引用次数: 1

Developing Community Engaged Research Practices in Family, School and Community Partnerships 在家庭、学校和社区伙伴关系中发展社区参与研究实践

Journal of Family Diversity in Education Pub Date : 2018-12-10 DOI: 10.53956/jfde.2018.140

M. P. Evans

引用次数: 0

Resisting Invisibility through Creative Expressions: Immigrant Students and Families’ Voices and Actions 通过创造性表达抵制隐形:移民学生和家庭的声音和行动

Journal of Family Diversity in Education Pub Date : 2018-12-10 DOI: 10.53956/jfde.2018.137

L. Gutiérrez, P. Q. Cerecer

引用次数: 2