Communities and Technologies: New Immigrant Young Latinas In
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COMMUNITIES AND TECHNOLOGIES: NEW IMMIGRANT YOUNG LATINAS IN THE NEW MILLENNIUM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Luisa E. Lara, M.A. * * * * * The Ohio State University 2006 Dissertation Committee: Professor Suzanne Damarin, adviser Approved by Professor Antoinette Miranda Professor Rick Voithofer Adviser College of Education ABSTRACT Latinos/as constitute the largest minority group in the United States. In the Latino/a community the drop-out rate has been very high not only in the states that have been traditionally known for a significant Latino/a population, but also in states with new Latino immigrants like Ohio. The drop-out rate has been almost the same in the last 20 years making the Latino/a population the most undereducated subgroup in the US; therefore, this is a national problem, which requires we find effective ways of reaching out to the Latino/a population. In relation to new technologies, there are factors that indicate that Latinos/as in this country are experiencing the impact of the long and complex “digital divide,” despite the possession of computers in their household like the majority of the American society. Problems of connectivity and real physical access to these new technologies still exist. In the last decade, information communication technologies like the cellular phone, the computer and the Internet have started to affect the way people communicate, the way they learn, and the way they do business. These types of technological tools and the associated skills are becoming more and more important to the success of students, in their education, home use of computers, and on- the-job training. In this context, this study attempts to add insights to the understanding of how young Latinas immigrants access and use new information communication technologies in their lives. ii This qualitative research is intended to inform and contribute to the understanding of how computer technology use and access among young Latinas in Columbus affects their sense of identity, success in school, role in the workplace, and communication networks. In interviews and observations with twelve Latina high school students and four teachers from a public school in Columbus, Ohio, the participants were asked to share their views and experiences in relation to new information technologies. The research data were analyzed using N.U.D.I.S.T, a qualitative analysis tool, and the results were reported in two separate chapters, the former addressing the data in a narrative style telling the stories of the participants and the latter focusing on the responses to the questions of this study. Some of the findings include the importance of access and type of technology available with the capacity of connectivity, involvement and uses in the lives of Latinas. In relation to the construction of identity in cyberspace, they consistently changed their names and sometimes, nationality, age and gender. Additionally, Spanish and English languages differ when finding school information or communicating in the web, and some uses of ICTs by my participants include: study, gathering information, communication and entertainment. I hope these findings contribute to our understanding of the "digital divide” and the Latinos/as involvement with new technology and will motivate future research in this interesting area of work. iii To my mother, my grandmothers, my aunts, my sisters and my nieces, wonderful women who have shaped my life with their teachings, love and examples of courage and bravery to look and find their own dreams. iv ACKNOWLEDGMENTS In the involvement of completing a dissertation, many people are involved with remarkable contributions during this whole process. I want to thank each of them here. First and most important, I would like to express my deep appreciation to Dr. Suzanne Damarin, my adviser and colleague. Her support, encouragement, attention to detail and understanding encouraged me to explore ideas outside my own thinking. I am grateful for her precise inquiring, wisdom and insight throughout this process. I am extremely grateful to Dr. Antoinette Miranda’s encouragement, openness and unconditional support during all these years. She has been a guide in unimaginable ways in exploring the wonderful diversity of the United States. I am thankful to Dr. Rick Voithofer for his teachings and guidance during all these years at Ohio State University. His valuable advices and support throughout my studies have been an important part of who I have become professionally. I wish to further thank all my twelve Latinas participants, without their honest participations and enthusiasm this study would not have been possible. I would also like to acknowledge the involvement of their parents, teachers and administrators at Westland High School who played an important role in this research. v I am extremely thankful to my dear friend Susan Johnson, for her unconditional support, long talks, and beautiful smile during this last year. Without her this year would have been very difficult. Furthermore, I would like to extend many thanks to all my friends who have kept up with me through all these years. I will always be grateful to my female friends, Alejandra, Natalia, Johana, Beatriz, Maria Fabiola, Maria Marta, Kelim, Maria Eugenia, Claudia and Stephanie wonderful friends who supported me when I had my moments of sadness and most importantly made my life in Columbus amazing and joyful. And to my male friends, Ismael, Diego, Oscar, and Bojan who always were there to make my life easier and happy. I want to express my deepest gratitude for the unconditional support and love of my parents Lorenzo Lara and Carmen Carrero de Lara, my siblings and extended family for being with me physically or spiritually whenever I needed them. Without this I would not be able to fulfill my dream of graduating with my Ph.D. Finally, I want to thank to God, for being with me always and for blessing me with harmony and peace when I needed it most. vi VITA June 21, 1966………………………………………... Caracas, Venezuela 1989………………………………………………….. Tec. Sup. Special Education Instituto Universitario Avepane 1990-1993……………………………………………. Special Education teacher, School Avepane 1993………………………………………………….. B.A. and License in Special Ed. Universidad Jose Maria Vargas 1994-1995…………………………………………… Special Education teacher, School “Modelo del Sur” 1997………………………………………………….. In-service Teacher training Hyogo Kyoku Daigaku 1997-1998……………………………………………. Elementary teacher, School “Colegio Las Cumbres” 2000………………………………………………….. M.A., Early Childhood Sp. Ed The Ohio State University 2001-2006…………………………………………… Graduate Teaching Assistant College of Education, OSU PUBLICATIONS 1. Lara, L., Howell, R., Dominguez, J. & Navarro, J., (2001) “Synchronous and Asynchronous Interactions of bilingual Hispanic Pre- and In-service teachers in Distance Learning”. The American Journal of Distance Education, 13 No. 3. FIELD OF STUDY Major Field: Education Specialization: Technology, Instruction and Media in Education and Diversity vii TABLE OF CONTENT Abstract……………...................................................................................... ii Dedication………………………………………………………………….. iii Acknowledgments…………………………………………………………. iv Vita………………………………………………………………………… vi Chapters: 1. Introduction………………………………………………………... 1 1.1. Background…………………………………………………… 1 1.2. Statement of the problem……………………………………… 5 1.3. Purpose of the study…………………………………………... 6 1.4. Significance of the study……………………………………… 6 1.5. Organization of the entire paper………………………………. 7 2. Review of Literature……………………………………………….. 9 2.1. Digital divide………………………………………………….. 9 2.1.1. Definition and importance………………………………. 9 2.1.2. Latinos and the digital divide…………………………… 12 2.1.3. Education and digital divide…………………………...... 16 2.2. Latinos/as in the United States………………………………… 19 2.2.1. Immigration to the U.S. since 1970-Trends and issues with new immigrants…………………………………......19 2.2.2. The impact of culture focusing on the strong influence of family and community for Latino/a youth…………… 24 2.2.3. Cultural identity development in Latinos/as……………. 27 2.2.4. The intersection of this identity with ethnicity and gender…………………………………………………… 29 2.3. The social construction of technology………………………… 32 2.3.1. The Internet, cyberspace and identities………………….. 32 2.3.2. Intersections of race, gender and class with technology… 34 2.3.3. Latinos/as’ relation with information technology……….. 36 2.3.4. Latinos/as’ relation with the media……………………… 38 3 Research methodologies…………………………………………… 41 3.1. Characteristics of the case study……………………………… 42 3.1.1. How to get validity in this study ……………………….. 43 viii 3.2. Design and procedure………………………………………… 44 3.2.1. Access…………………………………………………… 44 3.2.2 Westland high school……………………………………. 45 3.2.3. Sample and selection……………………………………. 46 3.2.4. Understanding diverse experiences……………………... 47 3.2.5. Researcher as interpreter………………………………… 48 3.3. Data collection methods……………………………………….. 49 3.3.1. Latinas students’ interviews…………………………….. 49 3.3.2. Teachers’ interviews…………………………………….. 51 3.3.3. Observations…………………………………………….. 52 3.4. Data analysis procedures……………………………………… 53 4 Narratives of twelve Latinas teenagers and four teachers…………. 54 4.1 Students’ narratives……………………………………………. 54 4.1.1 Isabel……………………………………………………. 54 4.1.2. Gabriela…………………………………………………. 57 4.1.3. Adriana………………………………………………….. 59 4.1.4.