Discontinuidad culturalEstudiantes inmigrantes y éxito académico
ISSN: 0210-2773
Année de publication: 2011
Volumen: 39
Número: 1
Pages: 69-80
Type: Article
D'autres publications dans: Aula abierta
Références bibliographiques
- Au, K. (1993). Literacy instruction in multicultural settings. Orlando, FL: Harcourt Brace.
- Azdouz, R. (1995). Parents partenaires: Répertoire des pratiques favorisant le rapproche- ment école-famille, parents partenaires. Qué-bec: Ministère de l’Éducation du Québec, Direction des services aux communautés culturelles.
- Baker, P. B. (2005). The impact of cultural biases on African American students’ education: A review of research literature regarding race based schooling. Education and Urban Society, 37, 243–256.
- Banks, J. (1993). Multicultural education for young children: Racial and ethnic attitudes and their modification. En Spodek (Ed.), Handbook of research on the education of young children (pp. 236-250). New York: Macmillan.
- Bohn, A. P. (2003). Familiar voices: Using Ebonics communication techniques in the primary classroom. Urban Education, 38, 688–707.
- Coleman, T. J. (2000). Clinical management of communication disorders in culturally diverse children. Boston: Allyn and Bacon.
- Conchas, G. (2006). The Color of success: Race and high achieving urban youth. New York: Teacher’s College Press.
- Danico, M. Y. (2004). Intersections: Asian and Pacific American transcultural studies. Honolulu, Hawii: University of Hawai’i Press.
- De Carvalho, M. E. (2000). Rethinking familyschool relations: A critique of parental involvement in schooling. Mahwah, NJ: Lawrence Erlbaum Associates.
- Eisner, E. W. (1979). The three curricular that all schools teach. New York: MacMilliam.
- Epstein, J. L. (2001). School, family and community partnerships. Preparing educators and improving schools. Boulder, CO: Westview Press.
- Garret, M. W. (1995). Between two worlds: Cultural discontinuity in the dropout of Native American youth. School Counsellor, 42, 186–195.
- Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.
- Gutiérrez, K. D. y Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practices. Educational Researcher, 32, 19–25.
- Hale, J. (2001). Culturally appropriate pedagogy. En W. Watkins, J. Lewis y V. Chou (Eds.), Race and education: The roles of history and society in educating African American students (pp. 173–189). Boston: Allyn & Bacon.
- Hamers, J. F. (2004). A sociocognitive model of bilingual development. Journal of Language and Social Psychology, 23(1), 70-98.
- Harris, J. L., Mamhi, A. G. y Pollock, K. E. (Eds.) (2001). Literacy in African American communities. Mahwah: Lawrence Erlbaum Associates.
- Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language Socialization, 11, 49-76.
- Hohl, J. (1996a). Résistance à la diversité culturelle au sein des institutions scolaires. En F. Gagnon, L. Mcandrew, y M. Page (Eds.), Pluralisme, citoyenneté & éducation (pp. 337- 348). París/Montreal : Harmattan.
- Hohl, J. (1996b). Qui sont «les parents»? Le rapport de parents immigrants analphabètes à l’école. Lien social et politiques (RIAC), 35, 51-62.
- Hollins, E. y Spencer, K. (1990). Restructuring schools for cultural inclusion: Changing the schooling process for African American youngsters. Journal of Education, 172, 89–100.
- Kanote, F. y Sainfort, M. (2003). La relation école-famille immigrante. Education Canada, 43(1), 28-31.
- Kao, G. y Tienda, M. (1995). Optimism and Achievement: The educational performance of immigrant youth. Social Science Quarterly, 76(1), 1-19.
- Kasinitz, P., Mollenkopf, J., Waters, M. C. y Holdaway, J. (2008). Inheriting the City. The Children of Immigrants Come of Age. Cambridge, MA: Harvard University Press.
- Ladson-Billins, G. (1995a). Toward a theory of culturally relevant pedagogy. American Education Research Journal, 35, 465–491.
- Ladson-Billins, G. (1995b). But that’s just good teaching: The case for culturally relevant pedagogy. Theory Into Practice, 34, 159–165.
- Laurence-Lightfoot, S. (2004). The essential conversation. What parents and teachers can learn from each other. New York: Random House.
- Loewen, J. (2007). Lies my teacher told me: Everything your American history textbook got wrong. New York: Simon & Schuster.
- Louie, V. (2004). Compelled to excel: Immigration, education and opportunity among Chinese Americans. Stanford: Stanford University Press.
- Mehan, H. (1998). The study of social interaction in educational settings: Accomplishments and unresolved issues. Human Development, 41, 245–269.
- Ministerio del Interior (2007). Anuario de Extranjería. Delegación del Gobierno para la Extranjería y la Inmigración. Recuperado el 25 de noviembre de 2008 de http://www.mir.es
- Moll, L., Amanti, C., y González, N. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New Jersey: Lawrence Erlbaum Associates Publishers.
- Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
- O´Connor, T. (1989). Cultural voice and strategies for multicultural education. Journal of Education, 171(2), 57-74.
- OECD (2006). Where immigrant students succeed. A comparative review of performance and engagement in PISA 2003. Paris: OECD. Recuperado el 19 de noviembre de 2008, de http: //www.oecd.org/dataoecd/2/38/36664934.pdf
- Ogbu, J. (1991). Immigrant and involuntary minorities. En M. Gibson (Ed.), Minority status and schooling: a comparative study of New York (pp. 3-33). NY: Garland.
- Ogbu, J. (1982). Cultural discontinuities and schooling. Anthropology and Education Quarterly, 13, 290–307.
- Portes, A. y Rubaut, R. (2001). Legacies: The Story of the Immigrant Second Generation. Berkeley: Univ. of California Press.
- Rossi, S. y Rossi, P. (1990). Of Human Bonding. New York:Basic Books.
- Rumbaut, R., Gold, S., y Foner, N. (2000). Immigration research for a new century: Multidisciplinary perspectives. New York: Russell Sage Foundation.
- Spring, J. (2004). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States (4th ed.). New York: McGraw-Hill.
- Suárez-Orozco, M. (2001). Globalization, Immigration, and Education: The Research Agenda. Harvard Educational Review, 71(3), 345- 365.
- Suárez-Orozco, C. y Suárez-Orozco, M. (1995). Transformations: Immigration, Family, Life and Achievement motivation among Latino adolescents. Standford: Standford Unviersity Press.
- Suárez-Orozco, C. y Suárez-Orozco, M., (2003). La infancia de la inmigración. Madrid: Morata.
- Suárez-Orozco, C., Suárez-Orozco, M. y Todorova, I. (2008). Learning a new land: Immigrant students in American society. Cambridge, Mass: Belknap Press of Harvard University Press.
- Sue, D. W. (2004) Whiteness and ethnocentric monoculturalism: Making the “invisible” visible. American Psychologist, 59, 761–769.
- Sue, D. W. y Sue, D. (2003). Counselling the Culturally Diverse: Theory and Practice (5th ed.). New York: John Wiley & Sons.
- Tillman, L. C. (2002). Culturally sensitive research approaches: An African American perspective. Educational Researcher, 31, 3–12.
- Tyler, K. M., Boykin, A. W., y Walton, T. R. (2006). Cultural considerations in teachers’ perceptions of student classroom behavior and achievement. Teaching and Teacher Education, 22, 998–1005.
- Tyler, K., Uqdah, A. L., Dillihunt, M. L., BeattyHazelbaker, R., Conner, T.; Gadson, N., Henchi, A., Hughes, T., Mulder, S., Owens, E., Roan-Belle, C. Smith, L., y Stevens, R. (2008). Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education. Educational Researcher, 37(5), 280-297.
- Vega, W. A.; Khoury, E. L.; Zimmerman, R. S., Gil, A. G., y Warheit, G. J. (1995). Cultural conflicts and problem behaviors of Latino adolescents in home and school environments. Journal of Community Psychology, 23, 167–179.
- Wolfram, W., Adger, C. T., y Christian, D. (1999). Dialects in Schools and Communities. Mahwah, New Jersey: Lawrence Erlbaum Associates.