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1	Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era
	Wu, Ming-Hsuan; Opstad, Sonna L
	In: Journal of Multilingual Education Research (2021)
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2	Spaces and Societal Interactions: Foundations of the Critical Disabled Cultural Lens of a Child of Disabled Adults
	Altstadt, Amelia-Marie
	In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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3	The Influence of Family on Children’s Second Language Learning
	Zhou, Yahan
	In: Major Papers (2020)
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4	A Comparative Study of Immigrant Children Starting Childcare
	Guo, Karen
	In: Exceptionality Education International (2018)
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5	Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children
	Fayazpour, Shahla
	In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
	Abstract: The United States of America is a complex, diverse nation, and the number of immigrant families grows daily. Since parents and family play central roles in their children’s future and academic achievements, the purpose of this study is to examine how immigrant parents navigate their children’s education in the United States. The goal of this research is to amplify the voices of immigrant families while informing policymakers and individuals about the racial issues and barriers that immigrant families face in society and school, and about how this affects their parenting and their children’s academic performance. This research aims to reduce teachers’ negative views about immigrant families and improve cultural practices that teachers implement in classrooms. Furthermore, this study recommend that policymakers, teachers, and school staff pay attention to the value of parental involvement of diverse groups in order to understand the cultural and lingual tenets and expectations of all students, including immigrants. This research focused on eight Iranian immigrant parents who arrived in the U.S. with at least one child between 6-12 years old at the time of arrival in the U.S. (1.5-generation child). Consistent with the multiple case study methodology, this study comprised two phases. In the first phase, which included pre-interview sessions, participants answered demographic identity questions to determine their backgrounds, and their socioeconomic and academic status before and after moving to the U.S. Then, in the second phase, participants answered interview questions regarding their identity development and their relationships with their children, as well as the strategies they used in parenting after moving to the United States. In order to fully understand how these immigrant parents develop their identities and navigate their children’s education in the U.S., this study aims to answer one primary and three ancillary research questions: how do immigrant parents develop their identities to navigate their 1.5-generation children’s education in the United States; how do society and school contexts impact immigrant parents’ identity development and their interactions with their 1.5-generation children; what strategies do immigrant parents and their 1.5-generation children develop and use to counter the negative effects of sociocultural pressures in the United States; how do immigrant parents and their 1.5-generation children develop positive or negative perspectives regarding the educational settings in the United States? Analyzing participants’ pre-interviews in phase one revealed three stages of their lives as immigrants including pre-immigration, the decision and process of immigration, and post-immigration. Four major themes were constructed from analyzing transcribed data including illusion confusion, and diffusion; close-knit relationships; resilience and endurance; and innovated identity and negotiation. In order to discuss the findings of this study, Critical Race Theory (CRT) and six components of cultural wealth (Yosso, 2005) were re-examined and restructured into the study’s findings and themes. This study found that racism and neoliberalism in society and school influence Iranian immigrant parents’ identity development and the ways they navigate their 1.5-genration children’s education in the U.S. The findings of this study show that Iranian immigrant parents and their 1.5-generation children use different strategies, such as close-knit relationships and resilience to accomplish their social and academic goals in the U.S.
	Keyword: 1.5-Generation children's and identity development; and Multicultural Education; Bilingual; Education; immigrants' education in the U.S; Immigrants’ barriers; immigrants’ identity development; immigrants’ parental involvement; Multilingual; parents of 1.5-generation children
	URL: https://digitalscholarship.unlv.edu/thesesdissertations/3129 https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=4132&context=thesesdissertations
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6	Effects of Environment on Depressive Symptoms on Chinese Left-Behind Children
	Ding, Lanyan; Buhs, Eric S.
	In: The Nebraska Educator: A Student-Led Journal (2017)
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7	Vocabulary and sentence structure in emergent Spanish reading
	Briceño, Allison
	In: Faculty Publications (2016)
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8	Through a Critical Sociocultural Lens: Parents’ Perspectives OF An Early Childhood Program In Guatemala
	Stempfelet, Yaëlle
	In: Master's Capstone Projects (2014)
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9	"Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals
	Volk, Dinah
	In: Teacher Education Faculty Publications (2013)
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10	Guest Editors’ Introduction: Syncretism and Syncretic Literacies
	Long, Susi; Gregory, Eve; Volk, Dinah
	In: Teacher Education Faculty Publications (2013)
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11	A Child With Two Motherlands: Child Sojourners and Cultural Identity
	Tatiana, Krayushkina
	In: Master's Capstone Projects (2012)
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12	Supporting Native Indian Preschoolers and Their Families Family–School–Community Partnerships
	Jones, Jacqueline; Maldonado-Mancebo, Tami; McWilliams, M. Susan...
	In: Teacher Education Faculty Publications (2011)
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13	Coping With Adaptation After Mass Trauma: Developing A Culturally Sensitive, School-Based, Curriculum For Somali Children
	Koroma, Sorie
	In: Doctoral Dissertations 1896 - February 2014 (2011)
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14	Military Children and Holistic Education: A Narrative Reflection on Classroom Practice
	Allison, Edith
	In: Electronic Theses and Dissertations (2009)
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15	Challenging Myths of the Deficit Perspective: Honoring Children's Literacy Resources
	Volk, Dinah; Long, Susi
	In: Teacher Education Faculty Publications (2005)
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16	Aboriginal Parental Involvement in Early Childhood Education
	Frecker, Rosalyn M.
	In: Theses : Honours (2001)
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17	The response of secondary students from non-English speaking backgrounds to a visual arts course
	Aitken, Jean O.. - : Edith Cowan University, Research Online, Perth, Western Australia, 1999
	In: Theses: Doctorates and Masters (1999)
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18	Questions in Lessons: Activity Settings in the Homes and School of Two Puerto Rican Kindergartners
	Volk, Dinah
	In: Teacher Education Faculty Publications (1997)
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19	A Preliminary Comparison of Two ESL School Models for Newcomer Students
	Essex, Elizabeth Carol
	In: Dissertations and Theses (1996)
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20	Cultural and Linguistic Factors Affecting the Educational Achiements of Aboriginals - an Aboriginal Perspective
	Forrest, Vic
	In: Australian Journal of Teacher Education (1981)
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