This ethnographic study was conducted at a high school on California's central coast during the 2000 to 2001 school year. The study focused on the social interactions between immigrant Latinos and their White peers and identified factors contributing to boundaries that existed between the two groups. During interviews, students were given a map of the school and asked to identify the different student groups on campus. Findings indicate that immigrant Latino students were virtually invisible to the White students at the school.
Get full access to this article
View all access options for this article.
References
1.
August, D., & Hakuta, K. (1997). Improving schooling for language minority children: A research agenda. Washington, DC: National Academy Press.
2.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood.
3.
Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Harvard University Press.
4.
California Department of Education. (2002). Educational demographics unit. Retrieved February 24, 2002, from http://www.cde.ca.gov/dataquest
5.
Crawford, J. (1999). Bilingual education: History, politics, theory, and practice. Trenton, NJ: Crane.
6.
DeMarrais, K. B., & LeCompte, M.D. (1999). The way schools work: A sociological analysis of education. New York: Addison-Wesley Longman.
7.
Garcia, E. E. (1999). Chicanos/as in the United States: Language, bilingual education, and achievement. In J. Moreno (Ed.), The elusive quest for equality: 150 years of Chicano/Chicano education (pp. 141-168). Cambridge, MA: Harvard University Press.
8.
Harklau, L. (1994). Tracking and linguistic minority students: Consequences of ability grouping for second language learners. Linguistics and Education, 6, 217-244.
9.
Morgan, D. L. (1988). Introduction. In D. Morgan (Ed.), Focus groups as qualitative research (pp. 9-24). Newbury Park, CA: Sage.
10.
Olneck, M. (2000). Can multicultural education change what counts as cultural capital? American Educational Research Journal, 37(2), 317-348.
11.
Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York: New Press.
12.
San Miguel, G., Jr., & Valencia, R. (1998). From the Treaty of Guadalupe Hidalgo to Hopwood: The educational plight and struggle of Mexican Americans in the Southwest. Harvard Educational Review, 68(3), 353-405.
13.
Spradley, J. P. (1980). Participant observation. Fort Worth, TX: Harcourt Brace College.
14.
Valdes, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
