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Mexican Migrant Parents’ Access to School Resources and Perceptions of U.S. Schools: The Interstice of Linguistic Structural Realities and Family Cultural Backgrounds
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In: UNF Faculty Publications (2021)
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Abstract:
The two goals of this chapter are: (1) to investigate the resources provided by public schools to students from migrant farmworking families with varying citizenship status; and (2) to understand how their parents perceive their children’s U.S. school experiences. These Mexican and/or Indigenous families have come to the U.S. in fear of violence, to escape poverty, and with a lack of educational or social opportunity in Mexico. This study contributes to understandings of how U.S. schools might better meet the needs of children and families from migrant farmworking (often Indigenous) backgrounds who are forcibly displaced from their homelands due to economic inequality and political upheaval. As Campbell-Montalvo has written about elsewhere (2019), “Indigenous migrants are at the margins of multiple racial, ethnic, and national spaces” (see also Casanova SB. Hisp J Behav Sci 34(3):375–403, 2012; Casanova SB, O’Connor B, Anthony-Stevens V. Lat Stud 14(2):192–213, 2016; Zúñiga ML, Lewin-Fischer P, Cornelius D, Cornelius W, Goldenberg S, Keyes D. J Immigr Minor Health 16:329–339, 2014). Of the one million Indigenous Latinos who have migrated to the U.S., the largest groups are Mixtec, Zapotec, and Triqui from Oaxaca (McGuire S, Georges J. Adv Nurs Sci 26(3):185–195, 2003). Set within the agricultural and rural Florida Heartland, this chapter draws on more than 100 observations of elementary school offices and classrooms, 21 interviews with teachers and staff, and 13 interviews with Mexican migrant parents. Analysis of data shows that language accessibility and access to school resources differed between two elementary schools (Emerald and Apple) in a rural district serving migrant farmworking families fleeing economic insecurity, social unrest, and political turmoil in Mexico. One of the elementary schools (Emerald) was known to be accommodating to families and comparatively more linguistically accessible. Although half of the interviewees’ children attended Apple, which grappled with linguistic accessibility, all parents interviewed had positive views of both schools. The chapter outlines the ways these parents put forth extra effort, through emotional and unpaid labor and ingenuity, in the face of linguistic inaccessibility in order to access school resources for their children.
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Keyword:
Bilingualism; Elementary schools; Florida; Indigenous Latinos; Language accessibility and ideology; Latinization; Mestizaje; School ethnography; Spanish
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URL: https://digitalcommons.unf.edu/unf_faculty_publications/349
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| 62 |
Audiovisual accessibility and translation practices in Spanish cinema and theatre: From regulations to screen and stage
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| 63 |
Increasing Inclusion Through Audio Described Exhibits: A Case Study
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In: Mansfield Library Faculty Publications (2021)
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| 64 |
Generation-Blindness and the COVID-19 Websites of Highly Selective Universities
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In: Penn Education and Inequality Working Papers (2021)
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| 65 |
Exploring Blind and Sighted Users’ Interactions With Error-Prone Speech and Image Recognition
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| 66 |
Embedded Accommodation and Accessibility Support Usage on a Computer-Based Statewide Achievement Test
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In: Practical Assessment, Research, and Evaluation (2021)
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| 67 |
Audio subtitling and subtitling: a comparison of their emotional effect on blind / partially sighted and sighted users
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 8 (VIII Emotions in Translation and Interpreting), 2021, pags. 61-82 (2021)
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| 68 |
The discourse of accessibility and the silencing of the person with physical disabilities ; Discurso da acessibilidade e silenciamento da pessoa com deficiência física
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In: Entrepalavras; v. 11, n. 1 (11) (2021)
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| 69 |
ADA compliance and teaching linguistics online
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In: Proceedings of the Linguistic Society of America; Vol 6, No 2 (2021): PLSA Special Issue – Scholarly Teaching in the Age of COVID and Beyond; 5095 ; 2473-8689 (2021)
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| 70 |
Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital
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In: Boise State University Theses and Dissertations (2020)
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| 71 |
Designing an IIR Research Apparatus with Users with Severe Intellectual Disability
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In: ACM SIGIR Conference on Human Information Interaction and Retrieval (CHIIR) ; https://hal-amu.archives-ouvertes.fr/hal-02470797 ; ACM SIGIR Conference on Human Information Interaction and Retrieval (CHIIR), Mar 2020, Vancouver, Canada. pp.412-416, ⟨10.1145/3343413.3378008⟩ (2020)
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| 72 |
Experimenting with imposters: What modulates choice of person agreement in pronouns? [Online resource]
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In: Proceedings of Sinn und Bedeutung 22, Vol. 1 / eds. Uli Sauerland and Stephanie Solt. Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 60 (2020), 505-521
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Linguistik-Repository
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| 73 |
Specialized and culture-bound knowledge dissemination through spoken tourism discourse: Multimodal strategies in guided tours and documentaries ...
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| 74 |
Making Gallery Groups at a Public Art Museum Accessible to People with Aphasia
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586515207124486 (2020)
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| 76 |
User-centric approaches in access services evaluation : profiling the end user ...
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| 77 |
DEVELOPMENT OF AN INTEGRATED TOOL THAT SUMMARRIZE AND PRODUCE THE SIGN LANGUAGE FOR WEB PAGES TO PROMOTE WEB ACCESSIBILITY FOR DEAF ...
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| 78 |
User-centric approaches in access services evaluation : profiling the end user ...
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| 79 |
DEVELOPMENT OF AN INTEGRATED TOOL THAT SUMMARRIZE AND PRODUCE THE SIGN LANGUAGE FOR WEB PAGES TO PROMOTE WEB ACCESSIBILITY FOR DEAF ...
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| 80 |
Word order preferences and the effect of phrasal length in SOV languages: evidence from sentence production in Persian
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In: Glossa: a journal of general linguistics; Vol 5, No 1 (2020); 86 ; 2397-1835 (2020)
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