| Title: |
Foregrounding Family: How Salvadoran American Boys Formulate College-Going Mindsets at the Nexus of Family, School, and the Self |
| Language: |
English |
| Authors: |
Carey, Roderick L. (ORCID 0000-0002-6498-6089) |
| Source: |
Anthropology & Education Quarterly. Sep 2021 52(3):294-314. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Grade 11; High Schools; Secondary Education; Higher Education; Postsecondary Education |
| Descriptors: |
Hispanic American Students; Grade 11; Males; High School Students; College Attendance; Family Influence; Cultural Influences; Adolescent Development; Masculinity; Self Evaluation (Individuals); Immigrants; Student Attitudes; Student Responsibility; Sex Role; Foreign Countries |
| Geographic Terms: |
El Salvador |
| DOI: |
10.1111/aeq.12372 |
| ISSN: |
0161-7761 |
| Abstract: |
I investigated how two U.S.-born Salvadoran eleventh grade boys formulated college-going mindsets at the nexus of family-based cultural influences, adolescent development, masculinity, and academic self-appraisals. With asset-based theories, findings show how immigrant families encouraged college going by shielding their sons from noneducational responsibilities and conveyed educational messages with words and deeds. Participants formulated mindsets by interpreting family- and school-based messaging and weighing college going against gender-based responsibilities. Implications for educational anthropologists and practitioners are provided. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1303556 |
| Database: |
ERIC |