ABSTRACT

This study examines the emerging process of participation and activism of Mexican and Mexican American migrant farmworkers in the schooling of their children through their narratives and oral histories, contextualized in selected schools and rural communities of Southern California. Equitable and participatory collaborations between migrant parents and their children’s school personnel hold the potential to benefit school achievement among these students, a population whose school performance has historically lagged substantially behind their peers. This study addresses the following questions: What are the dispositions, interactions, events and contexts that support the participation, advocacy, and activism of migrant farm worker parents in the schooling of their children? and, what are the values, reflections and challenges that contextualize the migrant parents’ process of awareness, solidarity, and commitment among them?]

摘要

本研究通过他们的叙述和口述历史，考察了墨西哥和墨西哥裔美国农民工在子女教育方面的参与和激进主义的新兴过程，并以南加州的选定学校和农村社区为背景。农民工父母与其子女学校工作人员之间公平和参与性的合作有可能使这些学生的学业成绩受益，这些学生的学业成绩历来大大落后于同龄人。本研究解决了以下问题：支持农民工父母参与、倡导和积极参与子女教育的倾向、互动、事件和背景是什么？以及，价值是什么，