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Migration in the age of globalization: Transnationalism, identity, social class, and education of Latino families.

机译：全球化时代的移民：跨国主义，身份认同，社会阶级和拉丁裔家庭的教育。

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摘要

This dissertation addresses the connections between migration, identity, social class, and education, and how these relations create contemporary transnational individuals. I closely examine how Latino migrant families live their every day lives within a transnational context. Specifically, I compare the migration experience of middle and poor class Latinos from varying nationality and look at how they live and narrate concepts of belonging, ethnic identity, and social class. In addition, I examine how families and schools give advantages and/or disadvantages to Latino migrant children.;Over a 12-month period, I conducted in-depth ethnographic case studies of 4 Latino families of varying nationalities and social class. The research design includes interviews with family members and school teachers, field observations at homes and schools, document collection, and field notes. The comparative ethnographic design of this research offers a detailed understanding of the processes through which families of diverse background cope with migration.;This work shows how Latino families simultaneously engage in different social practices within multiple locations. In particular, it shows how social class is being transformed by to the movement of people and the shifting global economy. The findings reveal that there are important differences in how Latinos of different background settle and adapt to a new country, create networks of support, navigate the educational system, and relate to other ethnic and racial groups, including other Latinos. It also uncovers that differences in uses and access to technology leads to inequality between schools and families; this digital divide is in many ways related to race and ethnicity. In conclusion, I point out the need to adopt a multidimensional approach when studying transnational migrants. This approach helps us understand the often contradictory set of forces operating in these families.;Implications of this study highlight the need for teachers and schools to look at the culture and the home environment of their students. The findings show that schools need to be active participants in the development of parental involvement programs that take into account the families' cultural background. In addition, schools need to look more closely at the instruction on uses of technology needed to compete in the globalized world. For policy-makers, this study reveals that a new type of nation building is occurring; one that is based on multiple belongings and loyalties. Thus, this study suggests that the United States should adopt a migration agenda based on the possibility of having double loyalty, where migrants living in the U.S. are allowed to feel a sense of responsibility and duty to several countries.
机译：本文论述了移民，身份，社会阶层和教育之间的联系，以及这些关系如何创造当代跨国个人。我仔细研究了拉丁美洲移民家庭在跨国环境中的日常生活。具体来说，我比较了来自不同国籍的中产阶级和贫困阶级拉丁美洲人的移民经历，并研究了他们如何生活和叙述归属感，种族认同和社会阶级的概念。此外，我研究了家庭和学校如何为拉丁裔移民儿童带来好处和/或劣势。在过去的12个月中，我对4个不同国籍和社会阶层的拉丁裔家庭进行了深入的人种学案例研究。研究设计包括与家人和学校老师的访谈，在家庭和学校的实地观察，文件收集和实地记录。这项研究的比较人种学设计提供了对不同背景家庭应对移民的过程的详细理解。这项工作表明了拉丁美洲人家庭如何同时在多个地点从事不同的社会实践。特别是，它显示了社会阶层是如何通过人口流动和全球经济变化而转变的。调查结果表明，不同背景的拉丁裔如何定居并适应新国家，建立支持网络，导航教育系统以及与其他种族和种族群体（包括其他拉丁裔）的关系，存在重大差异。它还发现，使用和获得技术的差异会导致学校和家庭之间的不平等；这种数字鸿沟在许多方面与种族和种族有关。最后，我指出在研究跨国移民时需要采取多维方法。这种方法有助于我们理解在这些家庭中经常相互矛盾的力量。本研究的意义强调了教师和学校必须研究学生的文化和家庭环境。调查结果表明，学校需要积极参与制定家长参与计划，并考虑到家庭的文化背景。此外，学校需要更仔细地研究在全球化世界中竞争所需的技术使用说明。对于政策制定者来说，这项研究表明正在发生一种新型的国家建设。一种基于多种财产和忠诚度的计划。因此，这项研究表明，美国应基于具有双重忠诚度的可能性制定移民议程，在这种情况下，居住在美国的移民被允许对多个国家负有责任感。

著录项

  • 作者

    Crespo Sancho, Catalina.;

  • 作者单位

    State University of New York at Buffalo.;

  • 授予单位 State University of New York at Buffalo.;
  • 学科 Education Sociology of.;Hispanic American Studies.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 233 p.
  • 总页数 233
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会学;
  • 关键词

  • 入库时间 2022-08-17 11:38:28

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