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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 72 1 Searching for Mirror Books for Young Asian/Asian-American Children with Disabilities Meacham, Sohyun; Wee, Su-Jeong; Hsieh, Wu-Ying... In: Asian American Literature: Discourses & Pedagogies (2022) BASE Show details 2 English Language Learners of Chinese Immigrant Families in Canadian Schools Shi, Jiayang In: Major Papers (2022) BASE Show details 3 A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder O'Reardon, Chandler Flannery In: Senior Projects Spring 2021 (2021) BASE Show details 4 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) BASE Show details 5 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) BASE Show details 6 MacArthur-Bates Communicative Developmental Inventories (CDI): A Research Synthesis Evaluating Children at 2-36 months Giammarco, Nicholas In: MA in Linguistics Final Projects (2020) BASE Show details 7 The Influence of Family on Children’s Second Language Learning Zhou, Yahan In: Major Papers (2020) BASE Show details 8 When Personal Raises Political: Experience of Racial Discrimination and Distrust of Authorities Among Children of Immigrants Fernandez-Barutell, Luis In: The Journal of Sociology & Social Welfare (2020) BASE Show details 9 Morphological Production Accuracy Patterns in Younger and Older Spanish-English Bilingual Children Cano, Isabel Angelica In: Open Access Theses & Dissertations (2020) BASE Show details 10 Translanguaging through Story: Empowering Children to Use their Full Language Repertoire Flynn, Erin E.; Hoy, Selena L.; Lea, Jessica L.... In: School of Social Work Faculty Publications and Presentations (2019) BASE Show details 11 Book Review: Transnational Immigrant Children & Youth in New York City Ossa-Parra, Marcela In: Journal of Multilingual Education Research (2019) BASE Show details 12 Book Review Introduction: Growing Up Transnational: Colombian and Dominican Children of Immigrants in New York City Velasco, Patricia In: Journal of Multilingual Education Research (2019) BASE Show details 13 Developing Language and (Pre)literacySkills in Deaf Preschoolers through Shared Reading Activities with Bimodal-Bilingual eBooks Napoli, Donna Jo; Mirus, Gene In: Journal of Multilingual Education Research (2019) BASE Show details 14 Implications of Dual Language Scoring of the Preschool Language Scale-Fifth Edition Spanish for Bilingual Preschool-Aged Children Mathis, Callie Mae In: Open Access Theses & Dissertations (2019) BASE Show details 15 Supporting Newcomer Students: A Chicago-Specific Exploration of Social and Emotional Learning Initiatives Hill, Lincoln In: Center for the Human Rights of Children (2018) BASE Show details 16 Application of the IMB Model to the Reported Intake of Fruits and Vegetables of Native American Children Sinley, Rachel C; Albrecht, Julie A In: Journal of Health Disparities Research and Practice (2018) BASE Show details 17 A Comparative Study of Immigrant Children Starting Childcare Guo, Karen In: Exceptionality Education International (2018) BASE Show details 18 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 BASE Hide details 19 Finding Diego: A Bilingual Student Integrates School, Language, and Identity Danzak, Robin L.; Wilkinson, Louise C. In: Communication Disorders Faculty Publications (2017) BASE Show details 20 Using Culturally Relevant Experiential Education to Enhance Urban Children’s Knowledge and Engagement in Science Almughyirah, Sultan; Djonko-Moore, Cara Michele; Bailey, Elsa... In: Child and Family Studies Publications and Other Works (2017) BASE Show details Page: 1 2 3 4

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