Department of Teaching, Learning and Teacher Education
Date of this Version
11-2011
Citation
Published in Hyphenated Selves: Immigrant Identities within Education Contexts, edited by Saloshna Vandeyar (Amsterdam • Pretoria: Rozenberg Publishers • UNISA Press, 2011), pp. 57-72..
Abstract
An examination of responses by 346 students from Nuevo León and Zacatecas, Mexico, who had previously attended schools in the United States, found that 37% asserted a hyphenated identity as "Mexican-American," while an additional 5% identified as "American." Put another way, 42% did not identify singularly as "Mexican." Those who insisted on a hyphenated identity were not a random segment of the larger sample, but rather had distinct profiles in terms of gender, time in the United States, and more. This chapter describes these students, broaches implications of their hyphenated identities for their schooling, and considers how this example may pertain to other parts of the world, like southern Africa.
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Bilingual, Multilingual, and Multicultural Education Commons, Educational Sociology Commons, International and Comparative Education Commons, Latin American Languages and Societies Commons, Race and Ethnicity Commons, Social and Cultural Anthropology Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
Comments
Copyright 2011 Saloshna Vandeyar.