{"corpus_id":176419723,"paper_sha":"6a96139b0b7123c04ce9c4c925019260dd4039b6","doi":"10.32920/ryerson.14640225.v1","arxiv_id":null,"pmid":null,"pmcid":null,"mag_id":1606486503,"dblp_id":null,"acl_id":null,"title":"What is my Child Learning at Elementary School? Culturally Contested Issues Between Teachers and Latin American Families","year":1999,"publication_date":"1999-09-22","venue":"","journal":{"name":"Canadian Ethnic Studies Journal","pages":"72","volume":"31"},"journal_issn":null,"journal_title":null,"publication_types":[],"pubmed_pub_types":null,"s2_fields_of_study":[],"reference_count":1,"citation_count":32,"influential_citation_count":4,"is_open_access":true,"arxiv_categories":null,"arxiv_license":null,"arxiv_journal_ref":null,"mesh_headings":null,"chemicals":null,"comments_corrections":null,"source_flags":1,"s2_open_access_pdf_url":"https://rshare.library.ryerson.ca/articles/journal_contribution/What_is_my_Child_Learning_at_Elementary_School_Culturally_Contested_Issues_Between_Teachers_and_Latin_American_Families/14640225/1/files/28116669.pdf","s2_open_access_landing_url":"https://www.semanticscholar.org/paper/6a96139b0b7123c04ce9c4c925019260dd4039b6","s2_open_access_license":null,"s2_open_access_status":"GREEN","pmc_open_access_pdf_url":null,"pmc_open_access_landing_url":null,"pmc_open_access_license":null,"pmc_open_access_status":null,"unpaywall_open_access_pdf_url":null,"unpaywall_open_access_landing_url":null,"unpaywall_open_access_license":null,"unpaywall_open_access_status":null,"abstract":"This study is part of an extensive research project on children of Latin American immigrants, their teachers and families. Through participant observation in one designated Canadian school, we captured the perspectives of ten students, their parents and teachers. An additional thirty-five families from other elementary schools in Toronto were interviewed to test the trustworthiness of the initial analysis. From the stories of these families and our knowledge of their children's schools, we describe how the parents' practices interact with mainstream practices and how the former are constructed within the present school system. Findings reported include: 1) Issues in communication involved teachers' use of educational terms that the parents did not understand. Teachers' positively slanted reports of the children's progress were not understood as indicating the genuine weakness of the child's performance. 2) In most cases, the family's support was not effective in helping children improve their grades at school, and this resulted in family conflicts and parents becoming disengaged from their children's academic tasks. 3) Children and parents expected a more personal approach than the teachers provided. It is concluded that a critical interrogation of the structures of educational delivery is needed as well as attention to the perceptions, beliefs, goals and knowledge of minority parents.","claims":[{"public_id":"cl_52a86017850651ead11c604131ecb70c","status":"active","text":"A critical interrogation of the structures of educational delivery, together with attention to the perceptions, beliefs, goals, and knowledge of minority parents, is needed to address culturally contested issues between teachers and Latin American families.","confidence":0.78,"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/claims/cl_52a86017850651ead11c604131ecb70c"},{"public_id":"cl_32ee54fb1828d4e381f6c079ee618c9f","status":"active","text":"Children and parents expected teachers to provide a more personal approach than the teachers actually provided.","confidence":0.8,"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/claims/cl_32ee54fb1828d4e381f6c079ee618c9f"},{"public_id":"cl_4df26e2ec6a7aa21df879e761a1593b4","status":"active","text":"In most families, parental support at home was not effective in helping children improve their grades, which led to family conflicts and parents becoming disengaged from their children's academic tasks.","confidence":0.87,"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/claims/cl_4df26e2ec6a7aa21df879e761a1593b4"},{"public_id":"cl_503ab64a611ae8ce53610cd864cb313c","status":"active","text":"Participant observation in one Canadian school captured the perspectives of ten students, their parents, and teachers, and thirty-five additional families from other Toronto elementary schools were interviewed to test the trustworthiness of the initial analysis.","confidence":0.85,"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/claims/cl_503ab64a611ae8ce53610cd864cb313c"},{"public_id":"cl_087e396ca7e801b722b4840f4d586bfd","status":"active","text":"Teachers' use of specialized educational terms that parents did not understand, combined with positively slanted progress reports, meant parents did not recognize the genuine weakness of their child's performance.","confidence":0.88,"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/claims/cl_087e396ca7e801b722b4840f4d586bfd"}],"concepts":[{"public_id":"co_5ec8361373636f2b35fb6e6a257b3aed","status":"active","name":"educational terms","description":"Specialized terminology used by teachers to describe children's academic performance and progress.","types":["concept"],"aliases":[],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_5ec8361373636f2b35fb6e6a257b3aed"},{"public_id":"co_6dce84d4679a86e208edc0609bdc0e66","status":"active","name":"family conflicts","description":"Disputes within families arising from disagreements or frustration over children's academic performance and support.","types":["outcome"],"aliases":[],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_6dce84d4679a86e208edc0609bdc0e66"},{"public_id":"co_7d8a269a43c23c7f8c2d787ae77f632c","status":"active","name":"Latin American families","description":"Families of Latin American immigrant background whose children attend Canadian elementary schools and whose educational practices are examined in this study.","types":["population"],"aliases":["Latin American immigrants"],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_7d8a269a43c23c7f8c2d787ae77f632c"},{"public_id":"co_9f69ec0913eb9c657bc0f09839e256a7","status":"active","name":"participant observation","description":"A qualitative research method in which researchers observe and take part in the study setting to gather firsthand perspectives of participants.","types":["method"],"aliases":[],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_9f69ec0913eb9c657bc0f09839e256a7"},{"public_id":"co_a7c97dd58dddd63afadcaa35b69ef911","status":"active","name":"teachers' progress reports","description":"Reports given by teachers describing children's academic progress, often framed in a positive tone.","types":["communication practice"],"aliases":["positively slanted reports"],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_a7c97dd58dddd63afadcaa35b69ef911"},{"public_id":"co_bd70df4e5b647cc551129f610515de5d","status":"active","name":"trustworthiness","description":"A qualitative research criterion checked here by interviewing additional families to see whether the initial analysis held up.","types":["methodological concept"],"aliases":[],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_bd70df4e5b647cc551129f610515de5d"},{"public_id":"co_c09bb2e4556b63835d218d56a367c2a9","status":"active","name":"structures of educational delivery","description":"The institutional and organizational systems through which schooling and teacher-parent communication are structured.","types":["concept"],"aliases":[],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_c09bb2e4556b63835d218d56a367c2a9"},{"public_id":"co_c228dd3f3c9fd312880113c533804a28","status":"active","name":"personal approach","description":"An individualized, relationship-based style of interaction between teachers and students or parents.","types":["pedagogical practice"],"aliases":[],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_c228dd3f3c9fd312880113c533804a28"},{"public_id":"co_cd98d0a5ac31d187691cf9d03a31301f","status":"active","name":"minority parents","description":"Parents from minority cultural backgrounds whose perceptions, beliefs, goals, and knowledge shape their engagement with schools.","types":["population"],"aliases":[],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_cd98d0a5ac31d187691cf9d03a31301f"},{"public_id":"co_d58e5d2db3b32b582ef5d648f2149879","status":"active","name":"mainstream practices","description":"Dominant school system norms and practices that immigrant parents' own practices interact with and are constructed against.","types":["concept"],"aliases":[],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_d58e5d2db3b32b582ef5d648f2149879"},{"public_id":"co_f228cdfb424760ecd58207628848fdca","status":"active","name":"family support","description":"Parents' efforts at home to help their children with academic tasks and improve school performance.","types":["practice"],"aliases":[],"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":2,"public_id":"4715169a40","public_label":"AK (4715169a40)","roles":["review"],"url":"https://sah.borca.ai/u/4715169a40"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale (322360f1c1)","roles":["review"],"url":"https://sah.borca.ai/u/322360f1c1"}],"url":"https://sah.borca.ai/concepts/co_f228cdfb424760ecd58207628848fdca"}],"external_ids":{"DOI":"10.32920/ryerson.14640225.v1","ArXiv":null,"PubMed":null,"PubMedCentral":null,"MAG":1606486503,"DBLP":null,"ACL":null},"open_access":{"is_open_access":true,"pdf_url":"https://rshare.library.ryerson.ca/articles/journal_contribution/What_is_my_Child_Learning_at_Elementary_School_Culturally_Contested_Issues_Between_Teachers_and_Latin_American_Families/14640225/1/files/28116669.pdf","landing_url":"https://www.semanticscholar.org/paper/6a96139b0b7123c04ce9c4c925019260dd4039b6","source":"semantic_scholar","pdf_url_source":"semantic_scholar_open_access_pdf","license":null,"status":"GREEN","reason":null},"reference_availability":{"status":"available","references_indexed":true,"full_text_available":false,"full_text_source":null,"count_basis":"semantic_scholar_metadata","extraction_status":"not_applicable","reason":null},"source":{"provider":"episteme2","base_corpus":"semantic_scholar_dump","freshness_mode":"unknown","basis":["semantic_scholar_metadata","postgres_metadata"],"limits":["paper metadata is based on indexed upstream scholarly datasets","claims and concepts are available only for extracted papers","absence of claims or concepts means no extracted graph data is available in this response"],"status":"available","degraded":false,"degraded_reasons":[],"diagnostics":{"status":"available","degraded":false,"degraded_reasons":[],"metadata_status":"available","graph_status":"available","abstract_status":"available"},"source_flags":1},"paper_id":632244,"paper_uid":"f43f09e6-29d2-437e-afa4-e6ec71b6ad19","canonical_identity":{"paper_id":632244,"paper_uid":"f43f09e6-29d2-437e-afa4-e6ec71b6ad19","identity_status":"available","lookup_basis":"semantic_scholar_external_id","compatibility_path":"corpus_id"},"url":"https://sah.borca.ai/papers/176419723"}