Not exact matches
These data
allow the reader to begin to understand what the
culture of schooling means to Mexican children and families and, hopefully, how to emulate strategically this
culture in feasible ways that promote meaningful educational experiences and outcomes for Mexican
immigrant children in the U.S. Specifically, data discussing el grupo escolar (the school group), el turno matutino vs. el turno vespertino (morning vs. afternoon shifts), and el comité de padres (the parent committee) are presented.
Experiencing stronger family relationships — i.e., greater family allocentrism —
allows for more efficient communication and transfer of heritage
culture values from one generation of
immigrants to successive generations [5].
Such knowledge will also
allow the assessment of the significance of the impact that certain family structures may have on adolescents, according to their own
culture, and be a help in understanding the adaptation difficulties of boys from
immigrant families.