The Voces Project: Investigating How Latino/a Immigrant Children Make Sense of Engaging in School and School Mathematics

Y

19

Immigrants; Migrant Children; Hispanic American Students; Mexicans; Learner Engagement; Student Participation; Middle School Students; Minority Group Students; Institutional Characteristics; Secondary School Mathematics; Sociocultural Patterns; Community Influence; School Culture; Student Motivation; Interviews; Barriers

1934-5267

This study investigates how a group of Mexican immigrant children in the United States made sense of engaging in school and school mathematics. The research focused on a population of Latino/a middle school students who were a distinct minority, building a model that shows how a complex set of cognitive, sociocultural, and institutional factors mediated these students' engagement and success in school. The results of this research will help educators understand the complex social environment that faces immigrant children and impacts their performance and engagement in school and school mathematics.

As Provided

39

2016

EJ1105053