Chinese-Heritage Students in North American Schools
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Chinese-Heritage Students in North American Schools : Understanding Hearts and Minds Beyond Test Scores

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Description

This comprehensive look at Chinese-heritage students' academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities.





Chinese-heritage students are by far the largest ethnic group among Asian American and Asian Canadian communities, but it is difficult to sort out their academic performance because NAEP and most state/province databases lump all Asian students' results together. To better understand why Chinese-heritage learners range from academic role models to problematic students in need of help, it is important to understand their hearts and minds beyond test scores. This book is distinctive in building this understanding by addressing the range of issues related to Chinese-heritage K-12 students' languages, cultures, identities, academic achievements, and challenges across North American schools.
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Product details

  • Hardback | 282 pages
  • 152 x 229 x 25.4mm | 544g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 4 Line drawings, black and white; 1 Halftones, black and white; 15 Tables, black and white; 5 Illustrations, black and white
  • 1138999261
  • 9781138999268

Table of contents

Contents


Acknowledgments and Dedication


Wen Ma & Guofang Li


Foreword: Who and What are `Chinese' Students?


Allan Luke


Introduction: Understanding "Difference within Differences" in Chinese-heritage Students'


Educational Experiences across School, Home and Community Contexts


Guofang Li & Wen Ma


Part I: Chinese-heritage Students' Language and Literacy Learning


Chapter 1: Chinese Students' Heritage Language Learning in the United States: Issues and


Challenges


Keying Wen & Guofang Li


Chapter 2: A Chinese Student's Early Education in US K-12 School: A Multilevel Perspective


Yalun Zhou, Rebecca L. Oxford, & Michael Wei


Chapter 3: Ordinary Objects Tell Extraordinary Stories: Children's Multimodal Literacy


Explorations


Xiaoxiao Du, Rosamund Stooke, & Rachel M. Heydon


Chapter 4: Looking through the Lens of Chinese ELLs on Academic Writing in Secondary


School


Ravy S. Lao, May Y. Lee, & Araceli Arzate


Part II: Chinese-heritage Students' Learning across the Curriculum


Chapter 5: Culture and Everyday Life Experiences of Chinese Immigrant Students Learning


Science from Classroom Discourse


Shu-Wen Lan & Luciana C. de Oliveira


Chapter 6: Disaggregating Secondary-Level Chinese Immigrants' Academic, English, and


School Success


Lee Gunderson & Reginald Arthur D'Silva


Chapter 7: Between Classes and Schools: Time, Space and Languages


Yamin Qian


Chapter 8: The Contributing Factors to Chinese American High School Students' Mathematics


Achievement


Keqiao Liu & Xiufeng Liu


Part III: Chinese-heritage Students' Cultures and Identities


Chapter 9: (Re)-positioning the "Chinatown" Default: Constructing Hybrid Identities in


Elementary Classrooms


Joseph C. Rumenapp


Chapter 10: Heterogeneity and Differentiation behind Model Minority Discourse: Struggles of


Chinese Students in Canadian Schools


Dan Cui


Chapter 11: "I Feel Proud to Be an Immigrant": How A Youth Program Supports Ibasho


Creation for Chinese Immigrant Students in the US


Tomoko Tokunaga & Chu Huang


Chapter 12: Of Cowboys and Communists: A Phenomenological Narrative Case Study of a


Biracial Chinese-White Adolescent


Mary B. McVee & Zachary Zhang


Part IV: Other Sociocultural Variables Confronting Chinese-heritage Learners


Chapter 13: A Bioecological Model of Chinese American Children's Socio-emotional and


Behavioral Adjustment


Stephen Chen, Jennifer Ly, & Qing Zhou


Chapter 14: Cultivating Creativity among Chinese Heritage Students in North America


Cecilia Cheung


Chapter 15: Who are their parents? A Case Study of the Second Generation Chinese American


Students' Middle-Class Parents and Their Parenting Styles


Xuan Jiang & Gwyn W. Senokossoff


Chapter 16: Cantonese Emergent Bilinguals in the "Latino/Mandarin" U.S. Education


Landscape: A Critical Case Study in Chicago


Jason Goulah


Conclusion: Looking beyond the Stereotypes and Moving Forward: Cultivating the Hearts and


Minds of Chinese-Heritage Learners


Wen Ma & Guofang Li


Afterword: Redefining Education Outcomes Yong Zhao


List of Contributors
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About Guofang Li

Wen Ma is an Associate Professor of Education at Le Moyne College, USA.





Guofang Li is a Professor and Canada Research Chair (Tier 1) in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth at the University of British Columbia, Canada.
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