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Detailing ethnographic research conducted in U.S. public high schools, this text considers how Chinese immigrant youth's educational positionality and identity are shaped by diasporic and transnational migrant experiences.
The Transnational Experiences of Chinese Immigrant Youth in the US presents a critical examination of themes relevant to Chinese immigrant education such as academic achievement, English language proficiency, and cultural and social capital. The intersection between diaspora and education is explored to highlight the existence of multi-layered youth identities, which exist beyond and between national boundaries, and which embody the concept of global citizenship. Building on this realization, chapters consider how institutional structures might be better designed to meet the needs of students who arrive in host countries due to larger global forces.
This text will primarily be of interest to doctoral students, researchers, and scholars with an interest in multicultural education and the sociology of education. Those interested in the Asian diaspora, race and ethics, and educational research methods more broadly will also benefit from this volume.
List of contents
List of Figures List of Tables AcknowledgementsChapter 1: Introduction - Chinese Immigrant Youth in the US: Education, Identity, and Positionality
Chapter 2: Historical and Contemporary Contexts of the Chinese Diaspora in the US
Chapter 3: Using Ethnographic Methods to Research with Immigrant Youth
Chapter 4: Exploring the Educational Experiences of Transnational Migrant Youth
Chapter 5: Variation in Families and Implications for Immigrant Education
Chapter 6: Retrospective Insights on Transmigrant Identity Formation over Time
Chapter 7: Empowering Global Citizenship
Appendix 4.1 ¿ 6 Index
About the author
Xiangyan Liu is a post-doctoral research fellow at the Graduate School of Education, Peking University, China. She completed her dissertation in the Department of Education, University of California, Santa Cruz, USA.
