当前位置: X-MOL 学术AERA Open › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Beyond Receptivity: Exploring the Role of Identity in Educators’ Orientation Toward Newcomers in a New Immigrant Destination
AERA Open ( IF 3.427 ) Pub Date : 2021-06-22 , DOI: 10.1177/23328584211025529
Daphne M. Penn 1
Affiliation  

Research on education in new immigrant destinations has highlighted the importance of educators’ professional missions and expertise in shaping their receptivity toward newcomers. Less attention has been given to how educators’ social identities, especially in relation to newcomers, influence how they perceive their role in serving the population. Drawing on the theory of representative bureaucracy, this qualitative study explores how educators’ social identities shaped their identification with and orientation toward addressing the needs of immigrant-origin English learners in one new-destination high school. Results indicate that educators framed their orientation toward serving the population as a moral imperative, a professional responsibility, or a legal obligation. These orientations influenced how educators perceived their role in addressing newcomers’ needs. This study offers implications for educational practice and provides avenues for future research on education in new immigrant destinations.



中文翻译:

超越接受性:探索身份在新移民目的地的新移民定位中的作用

对新移民目的地教育的研究强调了教育工作者的专业使命和专业知识在塑造他们对新移民的接受度方面的重要性。教育工作者的社会身份,尤其是与新移民相关的社会身份如何影响他们如何看待自己在为民众服务中的角色,这一问题较少受到关注。这项定性研究借鉴了代议制官僚制理论,探讨了教育工作者的社会身份如何塑造他们对一所新目的地高中的移民来源英语学习者需求的认同和取向。结果表明,教育工作者将他们的服务目标定位为道德义务、职业责任或法律义务。这些取向影响了教育工作者如何看待他们在满足新移民需求方面的作用。本研究为教育实践提供了启示,并为未来新移民目的地的教育研究提供了途径。

更新日期:2021-06-22
down
wechat
bug