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Unauthorized immigrants account for approximately one fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the middle are the children of these immigrants--youth who are coming of age and living in the shadows; they are

Unauthorized immigrants account for approximately one fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the middle are the children of these immigrants--youth who are coming of age and living in the shadows; they are an invisible cohort. An estimated 5.5 million children and adolescents are growing up with unauthorized immigrant parents, and are experiencing multiple, and yet unrecognized developmental consequences of their families' existence in the shadow of the law. Although these youth are American in spirit and voice, they are, nonetheless, members of families that are "illegal" in the eyes of the law. Many children have been exiled to México; these are the children living in the shadows of Mexican diaspora, Los Retornos. This phenomenological study developed a conceptual framework to examine the effects in which being an exiled United States citizen living in Morelia, Michoacán, affected these many children and adolescents. Bourdieu's (1977) theoretical framework is used in this study and is based on his social, cultural capital concept; the assumption is that Los Retornos carry valuable sociocultural, bilingual and monoliterate capital that is endangered, unrecognized, replaceable, and not used to the best interest of students in schools. This study made use of this framework to answer the following questions: 1. How do Retorno families (nuclear and extended) develop the self-efficacy needed to preserve the social and cultural capital they bring with them to Michoacán? 2. How are communities and identity forms imagined and created in the context of this new migration shift? 3. How are Los Retornos responding to the involuntary shift (N=7) from the U.S to Michoacán? 4. How are teachers adjusting their classroom practices and curriculum to meet the academic needs of Los Retornos? The purpose of this qualitative phenomenological study is to improve understanding of Los Retornos. This phenomenological case study is focused on identifying experiences Los Retornos encounter in their schools and family lives through their personal migration experience to illuminate how best to help them preserve the social and cultural, capital they bring with them. The findings from this study may assist educators and policy makers in developing interventions and policies that meet the needs of this cohort.
ContributorsQuezada Sanders, Irene Genevieve (Author) / Ovando, Carlos J. (Thesis advisor) / Mccarty, Teresa L. (Committee member) / De Los Santos Jr., Alfredo G. (Committee member) / Arizona State University (Publisher)
Created2013
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Description
Antonio López de Santa Anna (1794-1876) is considered as one of the biggest villains of Mexican history. This frequent president in the first decades of Independence of México is the main character portrayed in the novels analyzed in this dissertation: Su alteza serenísima (1895-1896) by Ireneo Paz, Santa Anna, el

Antonio López de Santa Anna (1794-1876) is considered as one of the biggest villains of Mexican history. This frequent president in the first decades of Independence of México is the main character portrayed in the novels analyzed in this dissertation: Su alteza serenísima (1895-1896) by Ireneo Paz, Santa Anna, el dictador resplandeciente (1936) by Rafael F. Muñoz, El seductor de la patria (1999) by Enrique Serna, and México mutilado (2006) by Francisco Martín Moreno. Many Mexican novelists have tackled iconic personalities from Mexican history. However, based upon the historical context that occurred within their lifetime, each author takes a different approach to the story and characters they portray. In the novel Su alteza serenísima, Santa Anna is presented with identical characteristics as in the official history. That was written for other liberals, like Paz, the author. In El dictador resplandeciente an image almost romantic of the leader is presented through the valorization of his role in history. The narrator shows the contradictions of Santa Anna, who was a hero and villain. Santa Anna is presented from different perspectives in El seductor de la patria. The narrator uses Santa Anna's voice projecting a consciousness of the future's judgment of history upon his actions and the voices of "the others" that live around him. In México mutilado Santa Anna is presented from the same perspective as the official history, although other traitors are added to distribute the fault among various important figures. This dissertation works through the analysis of the discursive mechanisms used in these novels, of the configuration of the message that they wish to convey to the reader, of the level of re-writing official history, of the perspective from which each author is reviewing the history, of the recount of what historical aspects and voices were chosen for inclusion in each novel, and through the evaluation of how the authors recover the figure of Santa Anna. This study follows an eclectic model of cultural commentary, taking up critical concepts from Latin American literary scholars such as Perkowska, Pons, Jitrik, Aínsa, among others.
ContributorsSigüenza Ponce, Olga (Author) / Volek, Emil (Thesis advisor) / Acereda, Alberto (Committee member) / Hernández-Gutierrez, Manuel J (Committee member) / Arizona State University (Publisher)
Created2011
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Description
Communication between parents and school personnel plays a significant role in student achievement. Spanish-speaking parents are rather hesitant to seek assistance from their child’s school as cultural and language barriers have created a mindset that they are not supported, understood, or valued. Key stakeholders in education therefore need to acquire

Communication between parents and school personnel plays a significant role in student achievement. Spanish-speaking parents are rather hesitant to seek assistance from their child’s school as cultural and language barriers have created a mindset that they are not supported, understood, or valued. Key stakeholders in education therefore need to acquire a clearer understanding of the Latino culture in a dire effort to better serve Hispanic students in high school and their families. This study examined the perceptions of first-generation Latino parents of high school students while identifying parental needs to improve their child’s college readiness upon completion of high school. It also investigated high school graduation rates and student dropout rates across the United States as well as effective and efficient ways in which the school can enhance the provision of school-related resources to their students. There is wide consensus that parental involvement (including home-based involvement, home-school communication, and school-based involvement) is essential for student success. Despite this understanding, there exists a gap in literature regarding the information, resources, and support available to first-generation Latino parents with children in high school. Using a conceptual framework that draws on theories of cultural and social capital, and a qualitative approach that included field notes, focus groups, and interviews, this study investigated the expectations, lived experiences, perceptions, and practices of 29 Latino immigrant parents of high school students in relation to their child’s secondary school. The findings of this study, which suggest varying levels of parental involvement, were organized around four themes: aspirations, parental support, school-based knowledge, and student preparation.
ContributorsLopez, Violetta A (Author) / Schugerensky, Daniel (Thesis advisor) / Fischman, Gustavo (Committee member) / Runyan, Dennis (Committee member) / Arizona State University (Publisher)
Created2016
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Description
This dissertation shares findings from a qualitative case study of Latina adolescent girls (ninth and 10th graders) and their mothers and fathers participating in Somos Escritores/We Are Writers. Somos Escritores was a five-week bilingual writing workshop for Latina adolescent girls and their mothers and fathers that invited them to write,

This dissertation shares findings from a qualitative case study of Latina adolescent girls (ninth and 10th graders) and their mothers and fathers participating in Somos Escritores/We Are Writers. Somos Escritores was a five-week bilingual writing workshop for Latina adolescent girls and their mothers and fathers that invited them to write, draw, and share stories from their lived realities on a variety of topics relevant to their lives. The stories, voices, experiences, and ways of knowing of the Latina adolescent girls, mothers, and fathers who allowed me a window into their lives are at the center of this study.

This study explored the ways a safe space was coconstructed for the sharing of stories and voices and what was learned from families through their writing about who they are, what matters to them, and what they envision for their futures. To understand Somos Escritores, and the Latina adolescent girls, mothers, and fathers who participated in this space and the stories that are shared, I weave together multiple perspectives. These perspectives include Chicana feminist epistemology (Delgado Bernal, 1998), third space (Gutiérrez, 2008), Nepantla (Anzaldúa, 1997) and sociocultural theories of writing (Goncu & Gauvain, 2012; Prior, 2006). Data were drawn from the following sources: (a) postworkshop survey, (b) audio recording and transcription of workshops, (c) interviews, (d) workshop artifacts, and (e) field notes. They were analyzed using narrative methods. I found that Latina adolescent girls and their mothers and fathers are “Fighting to be Heard,” through the naming and claiming of their realities, creating positive self-definitions, writing and sharing silenced stories, the stories of socially conscious girls and of parents raising chicas fuertes [strong girls]. In addition, Somos Escritores families and facilitators coconstructed a third space through intentional practices and activities. This study has several implications for teachers and teacher educators. Specifically, I suggest creating safe space in literacy classroom for authentic sharing of stories, building a curriculum that is relevant to the lived realities of youth and that allows them to explore social injustices and inequities, and building relationships with families in the coconstruction of family involvement opportunities.
ContributorsFlores, Tracey T (Author) / Blasingame, James B. (Thesis advisor) / Vega, Sujey (Thesis advisor) / Early, Jessica (Committee member) / Gee, Betty (Committee member) / Arizona State University (Publisher)
Created2017
Open Educational Resources from 2020 March Mammal Madness Tournament
Description

This packet includes:

2020 Bracket Common Name

2020 Bracket Latin Binomial

Pre-Tournament Research Lesson Plan (English)

Tournament Lesson Plan & Worksheets (English)

Visual Arts Lesson Plan (English)

Language Arts Lesson Plan (English)

2020 Bracket Common Name (Spanish)

Pre-Tournament Research Lesson Plan (Spanish)

Tournament Lesson Plan & Worksheets (Spanish)

ContributorsHinde, Katie (Author) / Schuttler, Stephanie (Author) / Henning, Charon (Illustrator) / Nuñez-de la Mora, Alejandra (Translator)
Created2020
2021 March Mammal Madness Educational Materials
Description

This packet includes:

 2021 Bracket Common Name 

2021 Bracket Latin Binomial 

Bracket FAQ (English) 

Pre-Tournament Research Lesson Plan (English) 

Tournament Lesson Plan & Worksheets (English) 

Visual Arts Lesson Plan (English) 

Language Arts Lesson Plan (English) 

Guide for Youngest Players (English)

JUMBO Bracket for Youngest Players (English)

2021 Bracket Common Name (Spanish) 

Pre-Tournament Research Lesson Plan (Spanish) 

Tournament Lesson Plan & Worksheets (Spanish) 

Visual

This packet includes:

 2021 Bracket Common Name 

2021 Bracket Latin Binomial 

Bracket FAQ (English) 

Pre-Tournament Research Lesson Plan (English) 

Tournament Lesson Plan & Worksheets (English) 

Visual Arts Lesson Plan (English) 

Language Arts Lesson Plan (English) 

Guide for Youngest Players (English)

JUMBO Bracket for Youngest Players (English)

2021 Bracket Common Name (Spanish) 

Pre-Tournament Research Lesson Plan (Spanish) 

Tournament Lesson Plan & Worksheets (Spanish) 

Visual Arts Lesson Plan (Spanish)

Language Arts Lesson Plan (Spanish) 

JUMBO Bracket for Youngest Players (Spanish) 

ContributorsHinde, Katie (Author) / Schuttler, Stephanie (Author) / Henning, Charon (Illustrator) / Nuñez-de la Mora, Alejandra (Translator) / Kissel, Jenna (Author) / Nickley, William (Artist)
Created2021-02