Last Modified

• March 21, 2019

Creator

• Green, Matthew Michael
  • Affiliation: School of Education

Abstract

• This study uses the LAMHA project qualitative interview data as a secondary data set to examine twenty adolescent Latino youth's school experiences in North Carolina. The study examines how Latino immigrant youth (a) construct their understanding of self and peer identities and the factors contributing to this construction, (b) describe teacher-student relationships together with the factors that mediate whether students have positive or negative teacher-student relationships, and (c) how immigrant youths' parents experience the relationship and involvement with their child's school, parental beliefs about education and factors that enable or inhibit engagement with their child's education. Findings indicate that race, ethnicity and cultural distinctions are leading factors in construction of self and peer identification. Relations between students and teachers are heavily mediated by teacher adaptation to students' differences. Parental engagement is largely a product of financial and language resources made available to them for enabling their involvement.

Date of publication

• August 2010

DOI

• https://doi.org/10.17615/z747-zq75

Resource type

• Masters Thesis

Rights statement

• In Copyright

Note

• "... in partial fulfillment of the requirements for the degree of Masters of Arts in the School of Education."

Advisor

• Stone, Lynda

Degree granting institution

• University of North Carolina at Chapel Hill

Language

• English

Publisher

• University of North Carolina at Chapel Hill

Place of publication

• Chapel Hill, NC

Access

• Open access

Parents:

This work has no parents.

Items

Thumbnail	Title	Date Uploaded	Visibility	Actions
	Schooling experience of Latino immigrant adolescents in North Carolina : an examination of relationships between peers, teachers, parents and school	2019-04-12	Public	Press to Select an action Download