STANDING UP FOR A SON AT SCHOOL - EXPERIENCES OF A MEXICAN IMMIGRANT MOTHER

This phenomenological study focuses on the interactions of a Spanish-s peaking immigrant mother with primarily English-speaking teachers and a principal in U.S. schools attended by her son. The interactions arou nd four disciplinary actions faced by her son disclose language and cu lture as barriers to the mother acting on her son's behalf. The essenc e of what the experience means to the mother is (a) ''I don't understa nd what's going on at school,'' (b) ''The school is difficult to deal with,'' and (c) ''Others wonder what I am doing at school.''