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Hyphenated Identities as a Challenge to Nation-State School Practice?
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011)
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Schooling, National Affinity(ies), and Transnational Students in Mexico
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011)
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Abstract:
An examination of responses by 346 students from Nuevo León and Zacatecas, Mexico, who had previously attended schools in the United States, found that 37% asserted a hyphenated identity as "Mexican-American," while an additional 5% identified as "American." Put another way, 42% did not identify singularly as "Mexican." Those who insisted on a hyphenated identity were not a random segment of the larger sample, but rather had distinct profiles in terms of gender, time in the United States, and more. This chapter describes these students, broaches implications of their hyphenated identities for their schooling, and considers how this example may pertain to other parts of the world, like southern Africa.
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Keyword:
affiliation; and Multicultural Education; Bilingual; children; Educational Sociology; hyphenated identity; identity; International and Comparative Education; Latin American Languages and Societies; Mexico; migration; Multilingual; Race and Ethnicity; Social and Cultural Anthropology; Social and Philosophical Foundations of Education; students; Teacher Education and Professional Development; transnationalism; vulnerability
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URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1108&context=teachlearnfacpub
https://digitalcommons.unl.edu/teachlearnfacpub/110
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Transnational Students' Perspectives on Schooling in the United States and Mexico: The Salience of School Experience and Country of Birth
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2010)
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