Chinese-Heritage Students in North American Schools

Wen Ma is an Associate Professor of Education at Le Moyne College, USA.Guofang Li is a Professor and Canada Research Chair (Tier 1) in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth at the University of British Columbia, Canada.

• ContentsAcknowledgments and DedicationWen Ma & Guofang LiForeword: Who and What are ‘Chinese’ Students? Allan LukeIntroduction: Understanding "Difference within Differences" in Chinese-heritage Students’ Educational Experiences across School, Home and Community ContextsGuofang Li & Wen Ma Part I: Chinese-heritage Students’ Language and Literacy Learning Chapter 1: Chinese Students' Heritage Language Learning in the United States: Issues and ChallengesKeying Wen & Guofang Li Chapter 2: A Chinese Student's Early Education in US K-12 School: A Multilevel PerspectiveYalun Zhou, Rebecca L. Oxford, & Michael WeiChapter 3: Ordinary Objects Tell Extraordinary Stories: Children’s Multimodal Literacy Explorations Xiaoxiao Du, Rosamund Stooke, & Rachel M. HeydonChapter 4: Looking through the Lens of Chinese ELLs on Academic Writing in Secondary SchoolRavy S. Lao, May Y. Lee, & Araceli ArzatePart II: Chinese-heritage Students’ Learning across the Curriculum Chapter 5: Culture and Everyday Life Experiences of Chinese Immigrant Students Learning Science from Classroom Discourse Shu-Wen Lan & Luciana C. de Oliveira Chapter 6: Disaggregating Secondary-Level Chinese Immigrants’ Academic, English, and School Success Lee Gunderson & Reginald Arthur D’SilvaChapter 7: Between Classes and Schools: Time, Space and LanguagesYamin QianChapter 8: The Contributing Factors to Chinese American High School Students’ Mathematics Achievement Keqiao Liu & Xiufeng LiuPart III: Chinese-heritage Students’ Cultures and IdentitiesChapter 9: (Re)-positioning the "Chinatown" Default: Constructing Hybrid Identities in Elementary Classrooms Joseph C. RumenappChapter 10: Heterogeneity and Differentiation behind Model Minority Discourse: Struggles of Chinese Students in Canadian Schools Dan CuiChapter 11: "I Feel Proud to Be an Immigrant": How A Youth Program Supports Ibasho Creation for Chinese Immigrant Students in the US Tomoko Tokunaga & Chu HuangChapter 12: Of Cowboys and Communists: A Phenomenological Narrative Case Study of a Biracial Chinese-White Adolescent Mary B. McVee & Zachary ZhangPart IV: Other Sociocultural Variables Confronting Chinese-heritage LearnersChapter 13: A Bioecological Model of Chinese American Children’s Socio-emotional and Behavioral Adjustment Stephen Chen, Jennifer Ly, & Qing Zhou Chapter 14: Cultivating Creativity among Chinese Heritage Students in North America Cecilia CheungChapter 15: Who are their parents? A Case Study of the Second Generation Chinese American Students’ Middle-Class Parents and Their Parenting StylesXuan Jiang & Gwyn W. SenokossoffChapter 16: Cantonese Emergent Bilinguals in the "Latino/Mandarin" U.S. Education Landscape: A Critical Case Study in Chicago Jason GoulahConclusion: Looking beyond the Stereotypes and Moving Forward: Cultivating the Hearts and Minds of Chinese-Heritage Learners Wen Ma & Guofang LiAfterword: Redefining Education Outcomes Yong ZhaoList of Contributors