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R-E-S-P-E-C-T: Find out What it Means to Immigrant Families


by Fabienne Doucet & Rose Vukovic — December 19, 2011

This commentary positions respect as an essential concept when thinking about how teachers and other school people should relate to immigrant families. In this piece, respect stands for a form of humanization in response to historical and chronic dehumanization that immigrants have long faced. The piece draws examples from the authors' work with Haitian immigrant families.


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Cite This Article as: Teachers College Record, Date Published: December 19, 2011
http://www.tcrecord.org ID Number: 16630, Date Accessed: 12/14/2017 5:10:01 AM

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About the Author
  • Fabienne Doucet
    New York University
    E-mail Author
    FABIENNE DOUCET is an Assistant Professor in the department of Teaching and Learning at the NYU Steinhardt School of Culture, Education, and Human Development. Her research program addresses the educational experiences of immigrant and U.S.-born children of color and their families. Doucet has a Ph.D. in Human Development and Family Studies from the University of North Carolina at Greensboro and was a postdoctoral fellow at the Harvard Graduate School of Education with fellowships from the National Science Foundation and the National Academy of Education/Spencer Foundation. Recent publications include “(Re)Constructing home and school: Immigrant parents, agency, and the (un)desirability of bridging multiple worlds” Teachers College Record, 113(12), and “Parent involvement as a ritual system,” Anthropology and Education Quarterly, 42(4), 404–421.
  • Rose Vukovic
    New York University
    E-mail Author
    ROSE VUKOVIC is an Assistant Professor in the department of Teaching & Learning at the NYU Steinhardt School of Culture, Education, and Human Development. Vukovic studies sources of children's academic achievement difficulties at the child, school, and community levels in order to guide early identification, early intervention, and instructional practice for children who are at-risk for learning difficulties. Vukovic's principal research examines the early cognitive and academic indicators of math difficulties and how math difficulties develop in children. Recent publications include “Mathematics difficulty with and without reading difficulty: Findings from a Four-Year Longitudinal Study". Exceptional Children (in press), and “Components and context: Exploring sources of reading difficulties for language minority learners and native English speakers in urban schools." Journal of Learning Disabilities (in press).
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