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Brofenbrenner Model

Lillian

Individual: New immigrant - arrived with zero english. Had been in 5th grade in Mexico, could
read and write effectively in spanish. Blond, blue eyed. Big for her age (at 12). Likely not
visually identified as an immigrant due to hair and eye color and could easily pass for european
american. Was a child in Mexico, had an effect on young males in US

Microsystem: Family: Mom, Dad, older brother and sister, younger twin brothers. Also lives with
another family and two adult cousins in three bedroom apartment. School: Put in shelters
courses. Two schools in one. Classes of 35-40 students. Mixed ages. high turn over. not-at-
zero students put in class for behavioral reasons, teacher thought she was sped. Always looked
for reasons to leave her seat and rarely was engaged in the teaching, thus leading to repeated
need for clarification for what to do. Copied work from peers. Moved school and was placed in
beginning ESL again. Peer influence and school identity required that she be rebellious and
outspoken, ignoring teachers and starting fights. Lived in poverty, rundown neighborhood.
Neighborhood in transition.

Mesosystem - connects the structures of the student's microsystem. For example, the
connection between a child's teacher and her parents, between her church and her
neighborhood, each represent mesosystems.

Meso System: Enjoyed social interactions over impressing teacher. Neighborhood and peers
became influences over school. Joined gang of new arrivals who resented Americanized
Latinos. Easily made friends

Exosystem - defines the larger social system in which the child does not directly
function. The child may not be directly involved at this level, but they do feel the positive
or negative force involved with the interaction with their own system. The main
exosystems that indirectly influence youth through their family include: school and
peers, parents' workplace, family social networks and neighborhood community
contexts, local politics and industry.

Exosystem: Mom: Worked a lot. Didnt see importance of school, came from world without
social mobility. Wanted daughters to find good men. Little knowledge of US, or how gangs
worked. Dad: Not much support, adjusted to having family back, left on weekend binges. Mom
and dad fought, children scared.

Macrosystem-The macrosystem is composed of cultural values, customs and laws. It


refers to the overall patterns of ideology and organization that characterize a given
society or social group. Macrosystems can be used to describe the cultural or social
context of various societal groups such as social classes, ethnic groups, or religious
affiliates.
Macrosystem: White parents worried about influx of gangs, violence and interethnic romances.
Rundown neighborhood. Neighborhood in transition.