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Standing Up for a Son at School: Experiences of a Mexican Immigrant Mother

This phenomenological study focuses on the interactions of a Spanish-speaking immigrant mother with prinmarily English-speaking teachers and a principal in U.S. schools attended by her son. The interactions aroundfour disciplinary actions faced by her son disclose language and culture as barriers to the mother acting on her son's behalf The essence of what the experience means to the mother is (a) "I don't understand what's going on at school, " (b) "The school is difficult to deal with, " and (c) "Others wonder what I am doing at school. "