American Educational Research Journal
Volume 40, Issue 1, 2003, Pages 91-122

The production of margin and center: Welcoming-unwelcoming of immigrant students (Review)

Gitlin A.* , Buendía E. , Crosland K. , Doumbia F.
  • a Department of Education, University of Utah, 307 Milton Bennion Hall, 1705 E. Campus Center Drive, Salt Lake City, UT 84112, United States
  • b Department of Education, University of Utah, 307 Milton Bennion Hall, 1705 E. Campus Center Drive, Salt Lake City, UT 84112, United States
  • c Univ. of California, Los Angeles, 1815 Waverley Street, Palo Alto, CA 94301-3846, United States
  • d Department of ESL, Kousanar Middle School, 2375 E. Garfield Avenue, Salt Lake City, UT 84108, United States

Abstract

The authors of this article investigated a middle school in the United States, named Kousanar, and documented how Mexicans, Bosnians, and other immigrants were caught in institutional practices that simultaneously welcomed and "unwelcomed" them. To explain this contradiction, their data suggest that particular discourses and forms of materiality, in part, motivated and encouraged individuals and groups to make certain decisions and act in certain ways. Specifically, the authors found that teachers, students, and the local White community surrounding the school often were motivated by employment issues, the concerns of local businesses, fear of potential violence, and the wish to maintain an academic advantage. Conversely, immigrant students attending Kousanar and their parents often were motivated by family cohesion, a "good parent" discourse, safety concerns, and the wish for economic and academic opportunities. The authors conclude that discursive and contextual influences limit many opportunities for immigrant students and place them on the margins of school life.

Author Keywords

Social context ESL immigrants

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-0038720391&doi=10.3102%2f00028312040001091&partnerID=40&md5=d27d1333d572576c7b9d6a12f3496611
DOI: 10.3102/00028312040001091
ISSN: 00028312
Cited by: 81
Original Language: English