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This book offers an innovative look at the pre- and post-migration educational experiences of immigrant young adults with a particular focus on members of the Latino community. Combining quantitative data with original interviews, this book provides an engaging and nuanced look at a population that is both ubiquitous and overlooked, challenging existing assumptions about those categorized as ‘dropouts’ and closely examining the historical contexts for educational interruption in the chosen subgroup. The combination of accessible prose and compelling new statistical data appeals to a wide audience, particularly academic professionals, education practitioners and policy-makers.
In this important new book Marguerite Lukes focuses on the educational needs and challenges faced by a population that is nearly invisible to the American mainstream: disenfranchised immigrant youth. Through her detailed analysis Lukes helps her readers to see beyond the one dimensional characterizations that typically appear in the media so that they can appreciate the grit and agency that many of them rely upon to survive. She also makes it clear why it is so important to their future and ours to address their educational needs.
Marguerite Lukes is the Director of National Initiatives for the Internationals Network for Public Schools and Assistant Professor at City University of New York's LaGuardia Community College. She is also Co-Chair of the Adult Literacy and Adult Education Special Interest Group of the American Educational Research Association and an Executive Board Member for the New York State Association for Bilingual Education. With almost thirty years of experience in the field, the primary focus of her research is education policy, particularly concerning the experiences of immigrant language learners from high school level and beyond.
Chapter 1: Introduction
Chapter 2: Understanding Dropouts: Math and History
Chapter 3: Pre-Migration Educational “Choices:” Interrupted Education in Context
Chapter 4: Immigrant Young Adults Entering the U.S.
Chapter 5: Pushouts, Shutouts and Holdouts: Entering, Exiting and Evading High School in the U.S.
Chapter 6: Hard and Soft Skills: Academic Skills, English and Social Capital Among Migrant Young Adults
Chapter 7: The Road Ahead for Young Adult Migrants: Institutional Dilemmas, Nagging Questions and Open Doors
Appendix
References
Index