建设家庭和学校：移民家长，机构，和（联合国）

发布时间：2016-05-03 16:16

Background/Context: This study examines the tactics that Haitian immigrant parents usedto negotiate the boundaries around home and school, presenting the possibility that familiesplay an active and deliberate role in creating distance between the worlds of home andschool.

Purpose/Objective/Research Question/Focus of Study: The following research questionswere explored: (1) Why do Haitian immigrant parents resist bridges between the worlds ofhome and school? (2) How might this resistance be seen as a show of agency? (3) How dothe resistance and agency of Haitian immigrants complicate the in-school/out-of-schooldichotomy and push theories that too easily bring in-school and out-of-school worldstogether?

Setting: Greater Boston, Massachusetts.

Population/Participants/Subjects: Participants were 54 parents of Haiti-born (1.5 generation)and U.S.-born (second generation) Haitian American adolescents.

Research Design: The study draws from a subset of data collected with Haitian families ina large longitudinal study of newly arrived immigrants from five different countries andfrom data collected in a supplemental study of second-generation Haitian families. Datasources include structured interviews and field notes.

Data Collection and Analysis: Data were collected by bilingual, bicultural research assistants.Interviews were recorded whenever possible, transcribed, and, if necessary, translatedto English. Data were analyzed for this article using classic qualitative thematic analysistechniques.

Findings/Results: The findings suggest that parents actively constructed and reconstructed distinct boundaries for home and school rather than being passive victims of these boundaries.Three metathemes and seven related themes emerged related to the research questions:protecting the home terrain (displayed as a concern with family privacy; parental strictness;and discouraging friendships); equating schools with Americanization (shown through criticismsof U.S. schools/schooling; and parents’ limited contact with school), and negotiatinga seat at the table (through parental advocacy; and reciprocal partnership-seeking)Conclusions/Recommendations: These findings question the pervasive notion in educationalliterature and practice that close links between home and school should be the goal ofboth teachers and families.The French philosopher Michel de Certeau (1984/2002) argued thatmarginalized groups subvert the impositions placed on them by powerfulinstitutional systems through the use of subtle tactics that allow them tomeet their own needs. This article is about the tactics that Haitian immigrantparents use to recalibrate the relationship between home andschool in a way that allows them to maintain a sense of control over theinfluence of the outside world on their children.1 There is a popular misconception,especially among teachers, educational policy makers, andfellow (mainstream middle-class) parents that parents who are not a constantpresence at the school—chaperoning field trips, attending PTAmeetings, baking brownies for the bake sale—simply do not care abouttheir children’s education (Abdul-Adil & Farmer, 2006; Doucet, 2008;Lightfoot, 2004; Smith, 2009; Valdès, 1998; Warren, Hong, Rubin, & Uy,2009). To the contrary, I argue that parents’ resistance to bringing theworlds of home and school closely together is a tactic rooted in a deeplyfelt need to protect and ensure their children’s futures.

WORLDS APART AND WORLDS TOGETHER
BRIDGING, AGENCY, AND RESISTANCE TO BRIDGING
METHODS
PROFILE OF SAMPLE
INTERVIEWS AND FIELD NOTES
POSITIONALITY: ON BEING AN OUTSIDE INSIDER
RESULTS
PROTECTING THE HOME TERRAIN
EQUATING SCHOOLS WITH AMERICANIZATION
IMPLICATIONS: A BRIDGE IS NOT A BRIDGE IS NOT A BRIDGE
IMPLICATIONS FOR PRACTICE

Acknowledgments致谢

I wish to thank Brent E. Gibson, M. Elizabeth Graue, David E. Kirkland, Joseph Tobin, two anonymous
reviewers, and Lyn Corno for their helpful feedback on earlier versions of this manuscript. Many
thanks also are due to Carola and Marcelo Suárez-Orozco, Charlene Desir, Silvia Covelli, Vivian Louie,
Guelson Fostiné, Judes Joseph, and Felipe Dossou for their invaluable support and assistance on various
aspects of the research. Funding for this research was provided by the Cultural Anthropology
Division of the National Science Foundation, a National Science Foundation Minority Postdoctoral
Fellowship, the W. T. Grant Foundation, and the Spencer Foundation. Most of all, I am indebted to
the families and young people who afforded me the precious opportunity to peer into their lives. I hope

their voices come to life in these pages.

Notes记事本

1. To be sure, Haitian immigrant youth also exercised agency in how they positioned
themselves as they navigated home and school and the liminal spaces that cannot be characterized
as either. However, in the interest of space and to address an important gap in the
literature, I focus specifically on parents in this article.
2. I refer to parents and families interchangeably throughout, to acknowledge, first,
that many children are raised by relatives, and second, that in some cultural groups, parents
delegate school and or educational involvement to other family members (Crozier &
Davies, 2006).
3. Some 1.5-generation parents had multiple children participating in the study.
4. All names of persons and schools are pseudonyms.

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APPENDIX
Appendix A
Sample of Parent Interview Questions by Topic Area

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