Equitable teaching for returnee children in Mexico
Keywords:
equity, teaching and learning, family migration, sociocultural theoryAbstract
The number of Mexicans leaving the U.S. is now greater than the number coming to the U.S., signaling monumental shifts in U.S.-Mexico relations. This is evoking new questions about bi-national collaboration, particularly regarding the wellbeing of transnational children and youth. Analyzing data from the Mexican Census, we identify basic demographic trends of “returnee” children and youth —those in Mexico after living in the US. Most are US-born with a Mexican-born parent, relatively young, and dispersed across the country, with concentrations in municipalities in northern and central states.Downloads
References
Aguilar, R. (2014). ‘Nos regresamos pa’tras’: Diferencias en el desempeño escolar de niños y jóvenes en un contexto de migración de retorno. Unpublished doctoral dissertation, Mexico City: El Colegio de México, Centro de Estudios Demográficos, Ambientales y Urbanos. Retrieved from http://xiiireuniondemografica.colmex.mx/images/presentaciones/PP_12.11.5.pdf
Ávila Meléndez, L. A., & Muñoz Cruz, H. (2009). Interacción verbal para el desarrollo de habilidades expresivas de los niños. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 1, 76–84. Retrieved from https://revistas.uam.es/index.php/reice/article/view/5424
Bryk, A., Harding, H., & Greenberg, S. (2012). Contextual influences on inquiries into effective teaching and their implications for improving student learning. Harvard Educational Review, 82, 83–106.
Child Trends. (2009). What we know and don’t know about measuring quality in early childhood and school-age care and education settings. Washington, DC: Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services. Retrieved from https://www.childtrends.org/wp-content/uploads/2015/08/2009-65What-We-Know-and-Dont-Know-About-Measuring-Quality-in-Early-Childhood-and-School-Age-Care-and-Education-Settings.pdf
Correnti, R., & Martínez, J. F. (2012). Conceptual, methodological, and policy issues in the study of teaching: Implications for improving instructional practice at scale. Educational Assessment, 17, 51-61. doi: 10.1080/10627197.2012.717834
Creemers, B., & Kyriakides, L. (2008). The dynamics of educational effectiveness: A contribution to policy, practice, and theory in contemporary schools. New York, NY: Routledge. Retrieved from http://www.tandfonline.com/doi/full/10.1080/09243450802664321
Escobar, A., Lowell, L., & Martin, S. (Eds.), Diálogo binacional sobre migrantes mexicanos en Estados Unidos y México. Guadalajara: Centro de Investigaciones y Estudios Superiores en Antropología Social. Retrieved from http://www.cisan.unam.mx/migracionRetorno/ABRIL%2026-%20INFORME%20FINAL%20dialogo%20binacional%20ESP2.pdf
Ezpeleta, J., & Weiss, E. (1996). Las escuelas rurales en zonas de pobreza y sus maestros: Tramas preexistentes y políticas innovadoras. Revista Mexicana de Investigación Educativa, 1(1), 53–69. Retrieved from http://www.comie.org.mx/v1/revista/portal.php?criterio=ART00180&idm=es&sec=SC03&sub=SBB
Giorguli, S., Jensen, B., Bean, F., Brown, S., Sawyer, A., & Zuniga, V. (2014). El bienestar educativo de niños de inmigrantes mexicanos en los Estados Unidos y en México. In A. Escobar, L. Lowell, & S. Martin (Eds.), Diálogo binacional sobre migrantes mexicanos en Estados Unidos y México (pp. 21–40). Guadalajara: Centro de Investigaciones y Estudios Superiores en Antropología Social. Retrieved from http://www.cisan.unam.mx/migracionRetorno/ABRIL%2026-%20INFORME%20FINAL%20dialogo%20binacional%20ESP2.pdf
Gonzalez-Barrera, A. (2015). More Mexicans leaving than coming to the U.S. Washington, DC: Pew Research Center. Retrieved from http://www.pewhispanic.org/2015/11/19/more-mexicans-leaving-than-coming-to-the-u-s/
González García, J. (2006). Estrategias de lectura conjunta de narraciones infantiles. Estudio comparado en España y México. Revista Internacional de Ciencias Sociales y Humanidades, 16(1), 105–126. Retrieved from http://www.redalyc.org/pdf/654/65416104.pdf
Haertel, E. H. (2013). Reliability and validity of inferences about teachers based on student test scores. Princeton, NJ: Educational Testing Service. Retrieved from https://www.ets.org/Media/Research/pdf/PICANG14.pdf
Hamann, E. T., & Zúñiga, V. (2011). Schooling, national affinity(ies), and transnational students in Mexico. In S. Vandeyar (Ed.), Hyphenated Selves: Immigrant Identities within Education Contexts. Amsterdam: Rozenburg Publishers, UNISA. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1108&context=teachlearnfacpub
Hamann, E. T., Zúñiga, V., & Sánchez García (2010). Transnational students’ perspectives on schooling in the United States and Mexico: The salience of school experience and country of birth. In M. O. Ensor & E. M. Gozdziak (Eds.), Children and Migration: At the Crossroads of Resiliency and Vulnerability. New York: Palgrave Macmillan. Retrieved from http://digitalcommons.unl.edu/teachlearnfacpub/107/
Instituto Nacional para la Evaluación de la Educación (INEE). (2012). INEE: Una década de Evaluación [INEE: A decade of evaluation]. México, DF: INEE. Retrieved from http://publicaciones.inee.edu.mx/buscadorPub/P1/B/112/P1B112.pdf
Instituto Nacional para la Evaluación de la Educación (2014). Panorama educativo de México, 2013: Indicadores del sistema educativo nacional. Educación básica e media superior. México, DF: INEE. Retrieved from http://publicaciones.inee.edu.mx/buscadorPub/P1/B/112/P1B112.pdf
Instituto Nacional para la Evaluación de la Educación (2015). Los docentes en México: Informe 2015. México, DF: INEE. Retrieved from http://publicaciones.inee.edu.mx/buscadorPub/P1/B/112/P1B112.pdf
Instituto Nacional para la Evaluación de la Educación (2016). Aprendizaje en tercero de secundaria en México. Informe de resultados. México, DF: INEE. Retrieved from http://publicaciones.inee.edu.mx/buscadorPub/P1/D/315/P1D315.pdf
Instituto Nacional de Estadística y Geografía (2010). Censo de Población y Vivienda—2010. México, DF: INEGI. Retrieved from http://www.inegi.org.mx/est/contenidos/proyectos/ccpv/cpv2010/
Instituto Nacional de Estadística y Geografía (2015). Encuesta Intercensal, 2015. México, DF: INEGI. Retrieved from http://www.beta.inegi.org.mx/proyectos/enchogares/especiales/intercensal/
Jensen, B. (2014). Framing sociocultural interactions to design equitable learning environments. In J. L. Polman, E. A. Kyza, K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, et al. (Eds.), Learning and becoming in practice: The international conference of the learning sciences (ICLS) (Vol. 2, pp. 903–910). Boulder, CO: International Society of the Learning Sciences. Retrieved from https://www.isls.org/icls/2014/downloads/ICLS%202014%20Volume%202%20(PDF)-wCover.pdf
Jensen, B., Chapman, S., & Haertel, E. (2017). Measuring cultural dimensions of classroom interactions. Manuscript under review.
Jensen, B., Giorguli, S., & Hernández, E. (2016). International migration and the academic achievement of Mexican adolescents. International Migration Review. doi: 10.1111/imre.12307
Jensen, B., & Mejía Arauz, R. (2017). Measuring cultural aspects of teacher-child interactions to enrich opportunities for young Latino children. Paper presented at the biennial conference for the Society for Research in Child Development, Austin, TX. Retrieved from https://convention2.allacademic.com/one/srcd/srcd17/index.php?cmd=Online+Program+View+Event&selected_box_id=232950&PHPSESSID=ggksulu9bdfpqjhppdpmcq4f37
Jensen, B., Pérez Martínez, M. G., & Aguilar Escobar, A. (2016). Framing and assessing classroom opportunity to learn: The case of Mexico. Assessment in Education: Principles, Policy & Practice, 23(1), 149-172.
Jensen, B., & Sawyer. A. (2013). Regarding educación: A vision for school improvement. In B. Jensen & A. Sawyer (Eds.), Regarding educación: Mexican American schooling, immigration, and binational improvement. New York: Teachers College Press. Retrieved from https://www.tcpress.com/regarding-educacion-9780807753927
Martínez Rizo, F. (2012). Procedimientos para el estudio de las prácticas docentes: Revisión de la literatura [An empirical study of the impact of formative assessment: A literature review]. Revista Electrónica de Investigación y Evaluación Educativa, 18(1), 1–22. Retrieved from https://ojs.uv.es/index.php/RELIEVE/article/view/2976/2546
Passel, J., Cohn, D., & Gonzalez-Barrera, A. (2012). Net migration from Mexico falls to zero—and perhaps less. Washington, DC: Pew Research Center. Retrieved from http://www.pewhispanic.org/2012/04/23/net-migration-from-mexico-falls-to-zero-and-perhaps-less/
Pederzini, C., Riosmena, F., Masferrer, C., & Molina, N. (2015). Three decades of migration from the Northern Triangle of Central America: A historical and demographic outlook. Guadalajara, Mexico: CIESAS, CANAMID Policy Brief Series. Retrieved from http://www.canamid.org/en/publication?id=PB01
Pérez Martínez, M. G., Ruiz Cuellar, G., & García Cabrero, B. (2013). Challenges to improving preschool quality in Mexico. In B. Jensen & A. Sawyer (Eds.), Regarding educación: Mexican-American schooling, immigration, and bi-national improvement (pp. 124–148). New York, NY: Teachers College Press. Retrieved from https://www.tcpress.com/regarding-educacion-9780807753927
Pew Research Center (2015). Modern immigration wave brings 59 million to U.S., driving population growth change through 2065. Washington, DC: Pew Research Center. Retrieved from http://www.pewhispanic.org/2015/09/28/modern-immigration-wave-brings-59-million-to-u-s-driving-population-growth-and-change-through-2065/
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119.
Pianta, R. C., La Paro, K., & Hamre, B. K. (2008). Classroom assessment scoring system (CLASS). Baltimore, MD: Paul H. Brookes. doi: 10.3102/0013189X09332374
Reese, L. (2002). Parental strategies in contrasting cultural settings: Families in Mexico and “El Norte”. Anthropology & Education Quarterly, 33(1), 30-59. doi: 10.1525/aeq.2002.33.1.30
Reimers, F. (1999). Educational opportunities for low-income families in Latin America.
Prospects, 29(4), 535-549. doi: 10.1007/BF02736903
Reimers, F. (2002). Unequal schools, unequal chances. Cambridge, MA: Harvard University, David Rockefeller Center for Latin American Studies. Retrieved from http://www.hup.harvard.edu/catalog.php?isbn=9780674003750
Rockwell, E., & Gálvez, G. (1982). Formas de transmisión del conocimiento científico. Educación, Revista del Consejo Nacional Técnico de la Educación, 42, 97–139.
Rosemblum, M. R., & Meissner, D. (2014). The deportation dilemma: Reconciling tough and human enforcement. Washington, DC: Migration Policy Institute. Retrieved from http://www.migrationpolicy.org/research/deportation-dilemma-reconciling-tough-humane-enforcement
Sawyer, A. (2016). Is money enough? The effect of migrant remittances on parental aspirations and youth educational attainment in rural Mexico. International Migration Review, 50(1), 231-266. doi: 10.1111/imre.12103
Schiefelbein, E., & McGinn, N. F. (2008). Learning to educate: Proposals for the reconstruction of education in Latin America. Paris: UNESCO & International Bureau of Education. Retrieved from http://publishing.unesco.org/details.aspx?Code_Livre=4641
Schmelkes, S., Mosso, T., & Reyes, M. (2010). Colectivo, valores, lengua y cultura: Componentes de la calidad en la Escuela Intercultural Bilingüe El Progreso. In F. Miranda López, & I. A. Cervantes Jaramillo (Eds.), Gestión y calidad de la educación básica. Casos ejemplares de las escuelas públicas mexicanas (pp. 174–197). México, DF: Secretaria de Educación Pública. Retrieved from www.benv.edu.mx/pdf/librorgce.pdf
Secretaría de Educación Pública (SEP). (1992). Acuerdo nacional para la modernización de la educación básica. Mexico, DF: SEP. Retrieved from https://www.sep.gob.mx/work/models/sep1/Resource/b490561c-5c33-4254-ad1c-aad33765928a/07104.pdf
Stallings, J. (1980). Allocated academic learning time revisited, or beyond time on task. Educational Researcher, 9, 11–16.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press. Retrieved from http://hepg.org/her-home/issues/harvard-educational-review-volume-71-issue-4/herbooknote/the-teaching-gap_99
Trueba, E. T. (1999). The education of Mexican immigrant children. In M. Suarez-Orozco (Ed.), Crossings: Mexican immigration in interdisciplinary perspective (pp. 253-275). Cambridge, MA: Harvard University, David Rockefeller Center for Latin American Studies. Retrieved from http://www.hup.harvard.edu/catalog.php?isbn=9780674177673
U.S. Department of Homeland Security (2014). 2013 yearbook of immigration statistics. Washington, DC: U.S. Department of Homeland Security, Office of Immigration Statistics. Retrieved from https://www.dhs.gov/immigration-statistics/yearbook/2013
Viramontes, E., Morales, L., & Burrola, L. (2011). Aprendizaje de la escritura en lengua no materna: Casos de niños tarahumaras. Revista Electrónica Educare, 15, 223–241. Retrieved from http://www.redalyc.org/pdf/1941/194118804018.pdf
Zúñiga, V., & Hamann, E. T. (2009). Sojourners in Mexico with US school experience: A new taxonomy for transnational students. Comparative Education Review, 53(3), 329-353. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1078&context=teachlearnfacpub
Zúñiga, V., & Hamann, E. T. (2013). Understanding American Mexican children. In B. Jensen & A. Sawyer (Eds.), Regarding educación: Mexican American schooling, immigration, and binational improvement. New York: Teachers College Press. Retrieved from https://www.tcpress.com/regarding-educacion-9780807753927
Zúñiga, V., Hamann, E. T., & Sánchez García, J. (2008). Alumnos transfronterizos: Las escuelas mexicanas frente a la globalización. México, DF: Secretaría de Educación Pública. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1095&context=teachlearnfacpub
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International license.
Authors who publish in Sinéctica agree to the following terms:
The authors retain copyright and grant the journal the right of first publication of the authorized work simultaneously under a Creative Commons Attribution License, which allows others to share the work as long as both the authorship of the work and the initial publication in this journal are acknowledged.
Authors may enter into additional separate contractual agreements for non-exclusive distribution of the published version of the journal (e.g., publishing in an institutional repository or a book), with acknowledgement of initial publication in this journal.
Authors are allowed to publish their work in institutional repositories or on their own website before and during the submission process, as it may generate productive exchanges, as well as earlier and greater citation of the published work.
Explanatory note: As of 2017 Sinéctica is governed by the Creative Commons Attribution Non-Commercial 3.0 International License, a version that standardizes licenses internationally.
Articles published between 1992 and 2016 are covered by a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license, which allows a work to be shared and distributed non-commercially and with acknowledgement of the author, but prohibits modification of the original creation.
