Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Urban Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Nakagawa, K.
Right arrow Articles by Matthews, L.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The "City Migrant" Dilemma

Building Community at High-Mobility Urban Schools

Kathryn Nakagawa

Arizona State University

Mary E. Stafford

Arizona State University

Teresa A. Fisher

Northern Illinois University

Linda Matthews

Azusa Pacific University

At many urban schools, city migrants—students who move numerous times throughout the year from school to school within the same district or between neighboring districts—are a growing problem. Little is known about schools that experience the city migrant challenge; in particular, the kinds of programs and practices these schools use to build stronger community links with families have not been examined. Using data from a survey of 174 elementary school principals from a southwestern urban area and through interviews and observations at three high-mobility schools, this study compares schools with different levels of student mobility and examines how schools with higher levels of mobility attempt to "build community." Schools with high levels of mobility implemented many programs and practices that would help families, such as access to counseling services and adult education classes; they also provided many opportunities for parent involvement. However, although schools with higher levels of mobility make many attempts to build community, these attempts do not translate into greater involvement from families.

Urban Education, Vol. 37, No. 1, 96-125 (2002)
DOI: 10.1177/0042085902371007
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Urban EducationHome page
C. Dukes and P. Lamar-Dukes
Conceptualizing Special Education Services in Small Learning Communities
Urban Education, September 1, 2007; 42(5): 412 - 431.
[Abstract] [PDF]

Home page
 Education and Urban SocietyHome page
J. J. May
The Charter School Allure: Can Traditional Schools Measure Up?
Education and Urban Society, November 1, 2006; 39(1): 19 - 45.
[Abstract] [PDF]

Home page
 Urban EducationHome page
M. E. Lopez, H. Kreider, and J. Coffman
Intermediary Organizations as Capacity Builders in Family Educational Involvement
Urban Education, January 1, 2005; 40(1): 78 - 105.
[Abstract] [PDF]