Attribution Theory in the Organizational Sciences

Theoretical and Empirical Contributions (Hc)
Erscheinungsjahr 2000
ISBN: 978-1-59311-126-7
Verlag: Information Age Publishing

Buch, Englisch, 324 Seiten, HC gerader Rücken kaschiert, Format (B × H): 161 mm x 240 mm, Gewicht: 654 g

Working with Mixed Heritage Students offers a collection of writings that bridges the social science and educational literature related to mixed heritage identity development and schooling in diverse contexts. As such, it is the first book of its kind to provide a direct focus on multiracial/ethnic identity and formal education in the United States based on the scholarship of educational researchers. The two common threads linking the chapters are: the flexible, yet situated nature of ethnic and racial identities among mixed heritage students; and the importance of theorizing social contexts when interpreting and representing identity, community, and belonging. In addition to exploring general themes of identity development, Working with Mixed Heritage Students addresses theoretical and methodological issues in conducting research on topics related to mixed heritage students, as well as implications for teacher preparation and educational practice. Ultimately, the authors brought together in this volume share a focus on recently mixed heritage students of first, or second, or third generation multiracial and multiethnic descent. This diversity of perspectives on such a complex topic creates a tension within the book, one that naturally emerges through interdisciplinary collaboration. But it is hoped that this tension is just one of many that will lead to further reflection, dialogue, and action by researchers and educators working with like populations.

Autoren/Hrsg.

Martinko, Mark

Inhaltsverzeichnis

Acknowledgments. Introduction, Kendra R. Wallace. Part I: Unmasking The Interface: Theoretical and Methodological Considerations in Multiracial and Multiethnic Identity Research. Tilting at Windmills: The Paradox and Promise of Researching Mixed Race, with Strategies for Scholars, Kristen A. Renn. Fluidity and Multiplicity in Mixed-Heritage Students' Racial/Ethnic Identifications: Implications for Research, Alejandra M. Lopez. Theorizing Cultural Processes in Multiethnic Identity Development, Kendra R. Wallace. Part II: Connecting Development and Practice: Implications for Teachers and Teacher Educators. Where Does the Multiracial/Multiethnic Student Fit?, Francis Wardle. Student Case 1: Alex Bell. Mixed-Heritage Asian Americans: ""Hapa,"" ""Doubles,"" or Culturally Enriched?, Susan Matoba Adler. Student Case 2: Missy Connor. Multiethnic Identity Development in Middle and High School Aged Students, William L. Greene. Student Case 3: Yvonne Garcia. Multiracial Adolescent Perception: The Role of Friendship in Identification and Identity Formation, Rosa Hernandez Sheets. Student Case 4: Prakash Moghadam. Biracial Identity and Social Context: A Qualitative Investigation, Andra M. Basu. The Role of the School in Supporting the Healthy Identity Development of Multiracial and Multiethnic Children, Francis Wardle. What Preservice Teachers Bring to the Classroom; How Sociocultural Experiences Shape Future Teachers of Diverse Learners, Pauline W. U. Chinn.