Latino Immigrant Youth and Interrupted Schooling

Dropouts, Dreamers and Alternative Pathways to College
Erscheinungsjahr 2015
ISBN: 978-1-78309-342-7
Verlag: Multilingual Matters

Buch, Englisch, Band 100, 207 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 342 g

Reihe: Bilingual Education & Bilingualism

This book offers an innovative look at the pre- and post-migration educational experiences of immigrant young adults with a particular focus on members of the Latino community.  Combining quantitative data with original interviews, this book provides an engaging and nuanced look at a population that is both ubiquitous and overlooked, challenging existing assumptions about those categorized as ‘dropouts’ and closely examining the historical contexts for educational interruption in the chosen subgroup.  The combination of accessible prose and compelling new statistical data appeals to a wide audience, particularly academic professionals, education practitioners and policy-makers.

Autoren/Hrsg.

Lukes, Marguerite

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Chapter 1: Introduction

Chapter 2: Understanding Dropouts: Math and History

Chapter 3: Pre-Migration Educational “Choices:” Interrupted Education in Context

Chapter 4: Immigrant Young Adults Entering the U.S.

Chapter 5: Pushouts, Shutouts and Holdouts: Entering, Exiting and Evading High School in the U.S.

Chapter 6: Hard and Soft Skills: Academic Skills, English and Social Capital Among Migrant Young Adults

Chapter 7: The Road Ahead for Young Adult Migrants: Institutional Dilemmas, Nagging Questions and Open Doors

Appendix

References

Index

Über Autor(innen)

Lukes, Marguerite
Marguerite Lukes is the Director of National Initiatives for the Internationals Network for Public Schools and Assistant Professor at City University of New York's LaGuardia Community College. She is also Co-Chair of the Adult Literacy and Adult Education Special Interest Group of the American Educational Research Association and an Executive Board Member for the New York State Association for Bilingual Education. With almost thirty years of experience in the field, the primary focus of her research is education policy, particularly concerning the experiences of immigrant language learners from high school level and beyond.