Joanna Dreby, author of The Burden of Deportation, and Hyeyoung Kwon, author of Intersectionality in Interactions, both discuss the unique, yet different, challenges that non-White children of immigrants face in the U.S. Dreby discusses the challenges of forced separations, children’s families struggles, and the threat of deportation, while Kwon discusses the challenges of passing as American adults, shielding parents from racialized nativism, and posing like middle-class adults. In Dreby’s article, she partook in interviews with the mothers of the home first, then the children aged 5-15. Through these interviews, she found that the most damaging effect on children due to forced separation was the sudden shift of having two parents in the
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Because the working class students didn’t take a proactive approach, some students would not complete their work on time, which led to getting reprimanded by their teachers. Teachers were more likely to help the students who went out and sought help, rather than look around the classroom to try and figure out which students were struggling.
CJ Pascoe, author of Dude, You Are a Fag: Masculinity and Sexuality in High School, and Debra Van Asudale, and Joe Feagin, coauthors of Using Racial and Ethnic Concepts: The Critical Case of Very Young Children, argue that children create both racial and gender boundaries in their interactions with peers. They also argue that there are consequences of creating such boundaries.
In Pascoe’s study, she did ethnographic field work at a high school. She found that the word fag was a word to describe white males that weren’t necessarily gay. The students used this term to describe a male who reveals weakness or femininity. Girls rarely used this term towards others, and they were never called fags. If a male was called a fag, he could most likely escape by calling another male a fag, imitating fag behaviors to show they weren’t a fag, or by objectifying
Because the working class students didn’t take a proactive approach, some students would not complete their work on time, which led to getting reprimanded by their teachers. Teachers were more likely to help the students who went out and sought help, rather than look around the classroom to try and figure out which students were struggling.
CJ Pascoe, author of Dude, You Are a Fag: Masculinity and Sexuality in High School, and Debra Van Asudale, and Joe Feagin, coauthors of Using Racial and Ethnic Concepts: The Critical Case of Very Young Children, argue that children create both racial and gender boundaries in their interactions with peers. They also argue that there are consequences of creating such boundaries.
In Pascoe’s study, she did ethnographic field work at a high school. She found that the word fag was a word to describe white males that weren’t necessarily gay. The students used this term to describe a male who reveals weakness or femininity. Girls rarely used this term towards others, and they were never called fags. If a male was called a fag, he could most likely escape by calling another male a fag, imitating fag behaviors to show they weren’t a fag, or by objectifying