subject:(Education Bilingual Michigan)

Michigan State University

1. Peña, Laurencio. A critical analysis of Michigan's bilingual education program policy and its implementation.

Degree: PhD, Department of Teacher Education, 1991, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:6560

Subjects/Keywords: Bilingualism – Michigan; Education, Bilingual – Michigan

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APA (6^th Edition):

Peña, L. (1991). A critical analysis of Michigan's bilingual education program policy and its implementation. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:6560

Chicago Manual of Style (16^th Edition):

Peña, Laurencio. “A critical analysis of Michigan's bilingual education program policy and its implementation.” 1991. Doctoral Dissertation, Michigan State University. Accessed December 14, 2019. http://etd.lib.msu.edu/islandora/object/etd:6560.

MLA Handbook (7^th Edition):

Peña, Laurencio. “A critical analysis of Michigan's bilingual education program policy and its implementation.” 1991. Web. 14 Dec 2019.

Vancouver:

Peña L. A critical analysis of Michigan's bilingual education program policy and its implementation. [Internet] [Doctoral dissertation]. Michigan State University; 1991. [cited 2019 Dec 14]. Available from: http://etd.lib.msu.edu/islandora/object/etd:6560.

Council of Science Editors:

Peña L. A critical analysis of Michigan's bilingual education program policy and its implementation. [Doctoral Dissertation]. Michigan State University; 1991. Available from: http://etd.lib.msu.edu/islandora/object/etd:6560

Michigan State University

2. Crandall, Kristina A. "They can't be patient. They can't wait. They have to fight." : How migrant youth experience identity, policy, and learning at a Michigan summer migrant program.

Degree: 2016, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:4122

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Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2016

The children of migrant farmworkers are a population of young people with very… (more)

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Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2016

The children of migrant farmworkers are a population of young people with very unique lived experiences. They travel with their families multiple times a year in search of agricultural or fishing work opportunities. This consistent uprooting often causes interrupted educational experiences as their moving patterns do not necessarily align with the academic calendars of schools. The lack of curricular consistency between states, districts, and even schools often translates into a disjointed education causing migrant youth to fall behind academically from their non-migrant peers. Without the assistance of supplementary support systems, it is no surprise that migrant youth are one of the most educationally deprived populations and has one of the highest high school drop out/push out rates in the United States. Due to their extreme marginalization from dominant society living in the campos and working in the fields for tremendously low wages, migrant farmworkers and their children often live in poverty and have high rates of malnutrition. Furthermore, a large percentage of migrant farmworkers are undocumented immigrants, leaving them in very vulnerable positions when it comes to work, education, and even access to health care. Migrant farmworkers are hard workers and dedicated people, and with the help of additional support systems, such as summer migrant programs, are able to provide their children with an aptitude for resiliency. This study explores how migrant youth make sense of their identity as Mexican and indigenous migrants in U.S. schools and society. Furthermore, the study addresses how Migrant Educational Policy is structured at the Federal level, interpreted and implemented at the State and local levels, and then how such policy is experienced by migrant youth in a summer migrant program called Van Buren Intermediate School District’s Project NOMAD in Michigan. It is a case study of emergent bilingual migrant youth as they experience and engage in education in a summer migrant program, how they experience policy as it reaches them at the local level, and how they identify themselves and understand their unique experiences as migrant youth.Based on findings from this study, I come to several conclusions: (1) migrant youth are unique individuals with unique needs and an incredible amount of strength and resilience; (2) migrant youth deserve powerful, excellent, and humanizing educational opportunities that help them not only overcome any academic gaps but also help them grow to be the critical thinking leaders they are capable of becoming; (3) programs like Project NOMAD provide a range of invaluable support for and empower migrant youth and their families; and (4) programs for migrants and educators of migrant youth must continue to reflect on how they can provide humanizing educational experiences within the constraints of educational policy.

Description based on online resource;

Advisors/Committee Members: Paris, Django, Bale, Jeff, Torrez, Estrella, Tatto, Maria Teresa.

Subjects/Keywords: Children of migrant laborers – Education – Michigan; Children of migrant laborers – Michigan – Ethnic identity; Education, Bilingual – Michigan; Marginality, Social – Michigan; Mexicans – Michigan – Ethnic identity; Mexicans – United States – Social conditions; Education and state – United States; Education; Bilingual education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Crandall, K. A. (2016). "They can't be patient. They can't wait. They have to fight." : How migrant youth experience identity, policy, and learning at a Michigan summer migrant program. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4122

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Crandall, Kristina A. “"They can't be patient. They can't wait. They have to fight." : How migrant youth experience identity, policy, and learning at a Michigan summer migrant program.” 2016. Thesis, Michigan State University. Accessed December 14, 2019. http://etd.lib.msu.edu/islandora/object/etd:4122.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Crandall, Kristina A. “"They can't be patient. They can't wait. They have to fight." : How migrant youth experience identity, policy, and learning at a Michigan summer migrant program.” 2016. Web. 14 Dec 2019.

Vancouver:

Crandall KA. "They can't be patient. They can't wait. They have to fight." : How migrant youth experience identity, policy, and learning at a Michigan summer migrant program. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Dec 14]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4122.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crandall KA. "They can't be patient. They can't wait. They have to fight." : How migrant youth experience identity, policy, and learning at a Michigan summer migrant program. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4122

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

3. Rawal, Hima. Translanguaging, investment and gendered identity : a case of Nepali immigrant women in Michigan.

Degree: 2015, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:2327

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This study explored the identity of Nepali immigrant women in Michigan from three different theoretical notions: their gendered identity, investment in learning English, and translingual… (more)

Subjects/Keywords: Women immigrants – Michigan – Language; Education, Bilingual – Michigan; Multilingualism – Michigan; Nepali people – Michigan; Languages in contact; Gender identity; English language – Study and teaching – Foreign speakers; Motivation in education; English as a second language

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rawal, H. (2015). Translanguaging, investment and gendered identity : a case of Nepali immigrant women in Michigan. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2327

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rawal, Hima. “Translanguaging, investment and gendered identity : a case of Nepali immigrant women in Michigan.” 2015. Thesis, Michigan State University. Accessed December 14, 2019. http://etd.lib.msu.edu/islandora/object/etd:2327.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rawal, Hima. “Translanguaging, investment and gendered identity : a case of Nepali immigrant women in Michigan.” 2015. Web. 14 Dec 2019.

Vancouver:

Rawal H. Translanguaging, investment and gendered identity : a case of Nepali immigrant women in Michigan. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Dec 14]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2327.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rawal H. Translanguaging, investment and gendered identity : a case of Nepali immigrant women in Michigan. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:2327

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Ludman, Naomi L. Experiences Assisting or Hindering the Academic and Social Integration of African American Students at Southwestern Michigan College.

Degree: EdD, Higher Education Administration EdD, 1998, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/533

► Problem. Attrition rates of minority students in general and African American students in particular have remained high in postsecondary education, particularly at community colleges.… (more)

▼ Problem. Attrition rates of minority students in general and African American students in particular have remained high in postsecondary education, particularly at community colleges. To gain information that is most useful for implementing policies and actions that will increase the retention and achievement of minority students, Tinto has maintained that colleges should not rely solely on systems-wide research, but should study their own students. Method. This case study used Tinto’s longitudinal model of institutional departure to investigate the experiences of six African American students at a rural community college in southwestern Michigan. Analysis of the data from a series of semi-structured interviews revealed a variety of experiences that assisted or hindered the academic and social integration o f students at the institution. Findings. Students identified the small number of African American students, the lack of minority faculty and staff, and the absence of courses in African American studies as negative experiences, and the quality of teaching and personal attention on the part of faculty and staff as positive experiences in their time at the college. Five themes run through the experiences of the students in this study: 1. Colleges need enough African American students to support at least some social activities and to provide a sense of belonging. 2) Students sometimes sense a lack of cultural understanding on the part of students, staff, and faculty. 3) Minority students are themselves diverse. 4) Students are aware of sterotypes and their own internal dissonance regarding ethnicity issues. 5) Students prefer classes that provide active learning and personal involvement. Recommendations include adding more culturally relevant materials to the curricula and recognizing the primacy of the classroom as a source of both academic and social interactions for students at commuter colleges. Advisors/Committee Members: David S. Penner, William H. Green, Elsie P. Jackson.

Subjects/Keywords: Southwestern Michigan College – Students.; Bilingual, Multilingual, and Multicultural Education; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ludman, N. L. (1998). Experiences Assisting or Hindering the Academic and Social Integration of African American Students at Southwestern Michigan College. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/533

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ludman, Naomi L. “Experiences Assisting or Hindering the Academic and Social Integration of African American Students at Southwestern Michigan College.” 1998. Thesis, Andrews University. Accessed December 14, 2019. https://digitalcommons.andrews.edu/dissertations/533.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ludman, Naomi L. “Experiences Assisting or Hindering the Academic and Social Integration of African American Students at Southwestern Michigan College.” 1998. Web. 14 Dec 2019.

Vancouver:

Ludman NL. Experiences Assisting or Hindering the Academic and Social Integration of African American Students at Southwestern Michigan College. [Internet] [Thesis]. Andrews University; 1998. [cited 2019 Dec 14]. Available from: https://digitalcommons.andrews.edu/dissertations/533.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ludman NL. Experiences Assisting or Hindering the Academic and Social Integration of African American Students at Southwestern Michigan College. [Thesis]. Andrews University; 1998. Available from: https://digitalcommons.andrews.edu/dissertations/533

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

East Tennessee State University

5. Nixon, Ingrid Ruth. On Growing Up Finnish in the Midwest: A Family Oral History Project.

Degree: MA, Reading, 2017, East Tennessee State University

URL: https://dc.etsu.edu/etd/3235

► This study explores what oral history interviews with my mother reveal about the familial and community dynamics that influenced Finnish-American children growing up on… (more)

Subjects/Keywords: Finnish; immigrant; oral history; narrative analysis; storytelling; Michigan; Bilingual, Multilingual, and Multicultural Education; Liberal Studies; Other American Studies; Rural Sociology; Sociology of Culture; Women's Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nixon, I. R. (2017). On Growing Up Finnish in the Midwest: A Family Oral History Project. (Masters Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3235

Chicago Manual of Style (16^th Edition):

Nixon, Ingrid Ruth. “On Growing Up Finnish in the Midwest: A Family Oral History Project.” 2017. Masters Thesis, East Tennessee State University. Accessed December 14, 2019. https://dc.etsu.edu/etd/3235.

MLA Handbook (7^th Edition):

Nixon, Ingrid Ruth. “On Growing Up Finnish in the Midwest: A Family Oral History Project.” 2017. Web. 14 Dec 2019.

Vancouver:

Nixon IR. On Growing Up Finnish in the Midwest: A Family Oral History Project. [Internet] [Masters thesis]. East Tennessee State University; 2017. [cited 2019 Dec 14]. Available from: https://dc.etsu.edu/etd/3235.

Council of Science Editors:

Nixon IR. On Growing Up Finnish in the Midwest: A Family Oral History Project. [Masters Thesis]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3235

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