Citation

Gitlin A, Buendía E, Crosland K, Doumbia F. Am. Educ. Res. J. 2003; 40(1): 91-122.

Copyright

(Copyright © 2003, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/00028312040001091

PMID

unavailable

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.