Mexican-Trained Educators in the United States: Our Assumptions--Their Beliefs.
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| Title: | Mexican-Trained Educators in the United States: Our Assumptions--Their Beliefs. |
|---|---|
| Language: | English |
| Authors: | Maroney, Oanh H., Smith, Howard L. |
| Peer Reviewed: | N |
| Page Count: | 29 |
| Publication Date: | 2000 |
| Sponsoring Agency: | Kellogg Foundation, Battle Creek, MI. |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Beliefs, Bilingual Education, Bilingual Teachers, Economically Disadvantaged, Educational Attitudes, Elementary Secondary Education, Failure, Immigrants, Limited English Speaking, Mexican American Education, Mexican Americans, Minority Group Teachers, Social Attitudes, Teacher Attitudes, Teacher Expectations of Students |
| Geographic Terms: | Texas |
| Abstract: | A study examined the beliefs and attitudes of Mexican-trained educators regarding instruction for minority and language minority students in light of assumptions that students experience better outcomes with culturally and linguistically compatible teachers. Fifteen educators who received their teacher education in Mexico, and whose native language was Spanish, were interviewed. Findings indicate that while these educators understood the philosophy and purpose of bilingual education, were pedagogically prepared, and were both linguistically and culturally compatible with their students, they held some beliefs and perspectives about their students that may be problematic--in fact, as problematic as some beliefs and perspectives of educators from other cultural backgrounds. Specifically, these Mexican-trained educators demonstrated a deficit-model perspective in their beliefs that parents with "blue collar" jobs perpetuated a cycle of poverty and school failure by not encouraging their children to do well in school, that minority students' ethnic culture was a reason for their school failure, and that students and parents were often the determining factor for school success or failure. It cannot be assumed that individuals will not possess deficit perspectives about others of their own ethnic, cultural, or linguistic group. (Contains 24 references.) (TD) |
| Entry Date: | 2001 |
| Accession Number: | ED454003 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED454003 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED454003 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mexican-Trained Educators in the United States: Our Assumptions--Their Beliefs. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Maroney%2C+Oanh+H%2E%22">Maroney, Oanh H.</searchLink><br /><searchLink fieldCode="AR" term="%22Smith%2C+Howard+L%2E%22">Smith, Howard L.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 29 – Name: DatePubCY Label: Publication Date Group: Date Data: 2000 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Kellogg Foundation, Battle Creek, MI. – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Teachers%22">Bilingual Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Economically+Disadvantaged%22">Economically Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attitudes%22">Educational Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Failure%22">Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Limited+English+Speaking%22">Limited English Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Mexican+American+Education%22">Mexican American Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mexican+Americans%22">Mexican Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Attitudes%22">Social Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Expectations+of+Students%22">Teacher Expectations of Students</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A study examined the beliefs and attitudes of Mexican-trained educators regarding instruction for minority and language minority students in light of assumptions that students experience better outcomes with culturally and linguistically compatible teachers. Fifteen educators who received their teacher education in Mexico, and whose native language was Spanish, were interviewed. Findings indicate that while these educators understood the philosophy and purpose of bilingual education, were pedagogically prepared, and were both linguistically and culturally compatible with their students, they held some beliefs and perspectives about their students that may be problematic--in fact, as problematic as some beliefs and perspectives of educators from other cultural backgrounds. Specifically, these Mexican-trained educators demonstrated a deficit-model perspective in their beliefs that parents with "blue collar" jobs perpetuated a cycle of poverty and school failure by not encouraging their children to do well in school, that minority students' ethnic culture was a reason for their school failure, and that students and parents were often the determining factor for school success or failure. It cannot be assumed that individuals will not possess deficit perspectives about others of their own ethnic, cultural, or linguistic group. (Contains 24 references.) (TD) – Name: DateEntry Label: Entry Date Group: Date Data: 2001 – Name: AN Label: Accession Number Group: ID Data: ED454003 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED454003 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 29 Subjects: – SubjectFull: Beliefs Type: general – SubjectFull: Bilingual Education Type: general – SubjectFull: Bilingual Teachers Type: general – SubjectFull: Economically Disadvantaged Type: general – SubjectFull: Educational Attitudes Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Failure Type: general – SubjectFull: Immigrants Type: general – SubjectFull: Limited English Speaking Type: general – SubjectFull: Mexican American Education Type: general – SubjectFull: Mexican Americans Type: general – SubjectFull: Minority Group Teachers Type: general – SubjectFull: Social Attitudes Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Teacher Expectations of Students Type: general – SubjectFull: Texas Type: general Titles: – TitleFull: Mexican-Trained Educators in the United States: Our Assumptions--Their Beliefs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Maroney, Oanh H. – PersonEntity: Name: NameFull: Smith, Howard L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 2000 |
| ResultId | 1 |
