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EJ968048 - The Life Course and Sense-Making: Immigrant Families' Journeys toward Understanding Educational Policies and Choosing Bilingual Programs

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ERIC #:	EJ968048
Title:	The Life Course and Sense-Making: Immigrant Families' Journeys toward Understanding Educational Policies and Choosing Bilingual Programs
Authors:	Dorner, Lisa M.
Descriptors:	Immigrants; Mexicans; Family (Sociological Unit); Educational Policy; Bilingual Education Programs; Immersion Programs; Ethnography; Participant Observation; Interviews; Case Studies; Place of Residence; Time; Parents; Family Characteristics; Child Development; Elementary School Students
Source:	American Educational Research Journal, v49 n3 p461-486 Jun 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-06-00
Pages:	26
Pub Types:	Journal Articles; Reports - Research
Abstract:	Implementing policies relies on their design, the will and capacity of implementors, the organizations within which implementation occurs, and individuals' interpretations. Despite the fact that families' decisions are critical to the successful implementation of educational programs, however, few studies examine their sense-making processes. Using life course theories, this ethnographic study examines how "historical time and place" and "developmental timing" shape immigrants' choices for bilingual education. Findings demonstrate that the intersections of time and place (the history/structure of organizations, people, policies) and timing (family members' composition and developmental needs) shape parents' interactions with schools, understandings of policies, and children's pathways toward bilingualism. Such findings have implications for theories about the policy process and for districts with growing immigrant student populations. (Contains 1 figure, 2 tables and 4 notes.)
Abstractor:	As Provided
Reference Count:	65

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0002-8312
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education
Direct Link:	http://dx.doi.org/10.3102/0002831211415089

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