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Margaret A (Greta) Gibson

Margaret A Gibson

Professor Emerita of Education and Anthropology

8314282533

 

Social Sciences Division

Education Department

Professor Emerita of Education and Anthropology

Faculty

American Studies Department

Emeriti

McHenry Library
Office

Education Department

Margaret A. (Greta) Gibson, Professor Emerita of Education and Anthropology, University of California, Santa Cruz (Ph.D., University of Pittsburgh, 1976).

A faculty member at UC Santa Cruz since 1990, Gibson focuses her research on the factors that influence the school engagement (and disengagement) of immigrant youth of color from low-income backgrounds, both first and second generation. Ongoing projects focus on (1) the children of migrant farmworkers in California and the role of the federally-funded Migrant Education Program in improving educational opportunities for highly mobile immigrant youth, and (2) the social and academic incorporation of immigrant youth in schools in Catalonia and California. The latter centers around how high schools in both settings operate in ways that are both welcoming and unwelcoming of immigrant youth, and on how immigrant youth themselves perceive and negotiate these welcoming and unwelcoming practices.

Major publications include Accommodation without Assimilation: Sikh Immigrants in an American High School (Cornell University Press, 1988), Minority Status and Schooling (edited with John Ogbu, Garland, 1991), School Connections: U.S. Mexican Youth, Peers, and School Achievement (edited with P. Gándara and J. Koyama, Teachers College Press, 2004), and Bridges to Success in High School for Migrant Youth (with N. Hidalgo, Teachers College Record, 2009, Vol. 111, pp. 683-711).

Areas of specialization: Anthropology of education, Immigrants and education, Minority status and schooling, Peer influences and school engagement, Secondary education and student identity formation, Migrant education, College preparation and access for underserved students; Ethnographic and qualitative research methods; U.S. Mexican youth, Punjabi Sikhs in the U.S.

Immigrants and Education
Social and Cultural Contexts of Education
Ethnographies of Education
Anthropology of Education

2012, George and Louise Spindler Award, Council on Anthropology and Education/American Association
2008-2009, Visiting Scholar, EMIGRA Research Group (Research on Migration, Education, and Childhood), Department of Anthropology, Autonomous University of Barcelona, Barcelona (fall 2008)
2007-2008, Visiting Faculty, UCDC, Washington Center, University of California (spring 2008)
2006-2007, Visiting Scholar, Department of Anthropology, Autonomous University of Barcelona, Barcelona (spring 2006; fall 2007)
2006-2007, UCSC Faculty Research Grant to support research on “Children of Immigrants in Catalonia and California.”
2005-2009, National Science Foundation, grant to support “The Children of Immigrants in Schools,” Richard Alba (PI), Margaret Gibson, Jennifer Holdaway, Carola Suarez-Orozco, and Mary Waters (co-PIs), for comparative research in Britain, France, Netherlands, Spain, Sweden, and the United States.
2001-2003, UC ACCORD, Research Augmentation Grant, “Peer Influences on the School Performance of Mexican-Descent Adolescents.”
1999-2003, U.S. Department of Education, Office of Educational Research and Improvement, Field Initiated Studies grant to support “Student Identity, Peer Affiliations and Academic Engagement: A Comparative Study of Immigrant and Nonimmigrant High School Youth.”
1998-2004, The Spencer Foundation, grant to support "Student Identity, Peer Affiliations and Academic Engagement: A Comparative Study of Immigrant and Nonimmigrant Youth."

  • Gibson, M. A., & J. P. Koyama. (2011). “Immigrants and Education.” In B. Levinson & M. Pollock, Eds. A Blackwell Companion to Anthropology of Education. Walden, MA: Wiley Blackwell.
  • Gibson, M. A., & Hidalgo, N. (2009). "Bridges to Success in High School for Migrant Youth.” Teachers College Record, Vol. 111, No. 3, pp. 683-711.
  • Gibson, M. A. (2005). “Promoting Academic Engagement among Minority Youth: Implications from John Ogbu’s Shaker Heights Ethnography.” International Journal of Qualitative Studies in Education 18(5): 581-603.
  • Gibson, M. A., Gándara, P., & Koyama, J. P. (Eds.). (2004). School Connections: U.S. Mexican Youth, Peers, and School Achievement. New York: Teachers College Press.
  • Gibson, M. A., Bejínez, L. F., Hidalgo, N., & Rolón, C. (2004). “Belonging and School Participation: Lessons from a Migrant Student Club.” In M. Gibson, P. Gándara, & J. P. Koyama (Eds.) School Connections: U.S. Mexican Youth, Peers, and School Achievement. (Pp.129-149). New York: Teachers College Press.
  • Gibson, M. A., & Bejínez, L. F. (2002). “Dropout Prevention: How Migrant Education Supports Mexican Youth,” Journal of Latinos and Education 1(3): 155-175.
  • Gibson, M. A. (2000). "Situational and Structural Rationales for the School Performance of Immigrant Youth: Three Cases." In H. Vermeulen & J. Perlmann (Eds.). Immigrants, Schooling and Social Mobility: Does Culture Make a Difference? (Pp. 72-102). New York: St. Martin’s Press.
  • Gibson, M. A. (1998). "Promoting Academic Success among Immigrant Students: Is Acculturation the Issue?" Educational Policy, Vol. 12, No. 6, pp. 615-633.
  • Gibson, M. A. (1997). “Complicating the Immigrant/Involuntary Minority Typology.” Anthropology and Education Quarterly, Vol. 28, No. 3, pp. 431-454.
  • Gibson, M. A. (1995). “Additive Acculturation as a Strategy for School Improvement.” In R.G. Rumbaut & W.A. Cornelius (Eds.). California’s Immigrant Children: Theory, Research, and Implications for Educational Policy. (Pp. 77-105). La Jolla: Center for U.S.-Mexican Studies, University of California, San Diego.
  • Gibson, M. A., & Ogbu, J. U. (Eds.). (1991). Minority Status and Schooling: A Comparative Study of Immigrant and Involuntary Minorities. New York: Garland Publishing.
  • Gibson, M. A., & Bhachu, P. K. (1991). “The Dynamics of Educational Decision Making: A Comparative Study of Sikhs in Britain and the United States." In M. Gibson & J. Ogbu (Eds.). Minority Status and Schooling. (Pp. 63-95). New York: Garland.
  • Gibson, M. A. (1991). “Ethnicity, Gender and Social Class: The School Adaptation Patterns of West Indian Youths.” In M. Gibson & J. Ogbu (Eds.). Minority Status and Schooling. (Pp. 169-203). New York: Garland.
  • Gibson, M. A. (1988). Accommodation without Assimilation: Sikh Immigrants in an American High School, Ithaca, NY: Cornell University Press.
  • Gibson, M. A. (1987). "Punjabi Orchard Farmers: An Immigrant Enclave in Rural California," International Migration Review, Vol. 22, No. 1, pp. 28-50.
  • Gibson, M. A. (1987). "The School Performance of Immigrant Minorities: A Comparative View." Anthropology and Education Quarterly, Vol. 18, No. 4, pp. 262-75.
  • Gibson, M. A. (1987). "Punjabi Immigrants in an American High School." In G. Spindler & L. Spindler (Eds.). Interpretive Ethnography of Education: At Home and Abroad. (Pp. 281-310). Hillsdale, NJ: Lawrence Erlbaum.
  • Gibson, M. A. (1985). "Collaborative Educational Ethnography: Problems and Profits." Anthropology and Education Quarterly, Vol. 16, No. 2, pp. 124-148.
  • Gibson, M. A. (1982). "Reputation and Respectability: How Competing Cultural Systems Affect Students' Performance in School." Anthropology and Education Quarterly, Vol. 13, No. 1, pp. 3-27.
  • Gibson, M. A. (1976). "Approaches to Multicultural Education in the United States: Some Concepts and Assumptions," Anthropological Perspectives on Multicultural Education, M.A. Gibson (Guest Editor). Special Issue, Anthropology and Education Quarterly, Vol. 7, No. 4, pp. 7-18.

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