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Cross-Cultural Narrative Inquiry Into Language, Culture, and Identity Development of Three High School Female Immigrant Students

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Cross-Cultural Narrative Inquiry Into Language, Culture, and Identity Development of Three High School Female Immigrant Students View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Georgia Southern University: Digital Commons@Georgia Southern Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2006 Cross-Cultural Narrative Inquiry into Language, Culture, and Identity Development of Three High School Female Immigrant Students and Their Mainstream Schooling Experience in Atlanta, Georgia Joanna Stoughton Cavan Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Cavan, Joanna Stoughton, "Cross-Cultural Narrative Inquiry into Language, Culture, and Identity Development of Three High School Female Immigrant Students and Their Mainstream Schooling Experience in Atlanta, Georgia" (2006). Electronic Theses and Dissertations. 480. https://digitalcommons.georgiasouthern.edu/etd/480 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. A CROSS-CULTURAL NARRATIVE INQUIRY INTO LANGUAGE, CULTURE, AND IDENTITY DEVELOPMENT OF THREE HIGH SCHOOL FEMALE IMMIGRANT STUDENTS AND THEIR MAINSTREAM SCHOOLING EXPERIENCE IN ATLANTA, GEORGIA by JOANNA STOUGHTON CAVAN (Under the Direction of Ming Fang He) ABSTRACT This inquiry explored the experience of three female immigrant students as they acculturated (learned a new language and culture) and enculturated (maintained the heritage language and culture) while developing new identities in an English speaking public high school in Atlanta, Georgia, U. S. A. I used a cross-cultural narrative inquiry method (He, 2003) to examine how these students’ experiences of exclusion, marginalization, and neglect impact their school success. Cross-cultural narrative theory, which is grounded in the works of Clandinin and Connelly (2000) and Dewey (1938), helped me delve into the everyday life experiences of these female immigrant students. I turned to the works of Carger (1996), He (2003), Soto (1997), and Valenzuela (1999) to critically examine the experience of these students by positioning a specific story into diverse cultural and linguistic contexts. The participants in the study were from different cultures and backgrounds, but each has faced bias and prejudice in the schooling process. They have been ridiculed about their language and culture heritages as well as excluded from the higher academic course of study, clubs, and sports. Their aspirations of continuing education in college have been negated, and consequently, they are settling for careers that most likely will be low paying with few opportunities for advancement. There is much literature on the trials and tribulations of immigrant students, but few studies that allow the student’s voice to be heard. Through their own words, they exposed an intolerant educational system, one contrary to the jargon of an equal education for all. As more immigrant students are silenced through practices of subordination and control, studies such as this become increasingly relevant and necessary. I advocate for a culturally responsive pedagogy where immigrant student voices will be heard, not prohibited or silenced; where their cultural and linguistic heritages should be respected and valued, but not devalued or neglected. I hope that more members of the society will work together to help develop such a pedagogy to provide equal educational opportunities for all students to thrive in their schooling and lives. INDEX WORDS: Narrative inquiry, Cross-cultural narrative inquiry, Immigrant student, Culturally responsive pedagogy, Acculturate, Enculturate, Marginalization, Exclusion, Voice A CROSS-CULTURAL NARRATIVE INQUIRY INTO LANGUAGE, CULTURE, AND IDENTITY DEVELOPMENT OF THREE HIGH SCHOOL FEMALE IMMIGRANT STUDENTS AND THEIR MAINSTREAM SCHOOLING EXPERIENCE IN ATLANTA, GEORGIA by JOANNA STOUGHTON CAVAN B.A., Valdosta State College, 1968 M.Ed., Mercer University, 1990 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA 2006 3 © 2006 Joanna Stoughton Cavan All Rights Reserved 4 A CROSS-CULTURAL NARRATIVE INQUIRY INTO LANGUAGE, CULTURE, AND IDENTITY DEVELOPMENT OF THREE HIGH SCHOOL FEMALE IMMIGRANT STUDENTS AND THEIR MAINSTREAM SCHOOLING EXPERIENCE IN ATLANTA, GEORGIA by JOANNA STOUGHTON CAVAN Major Professor: Ming Fang He Committee: John Weaver David Alley Scott Beck Electronic Version Approved: May 2006 5 DEDICATION To my God and Savior, Jesus Christ, in Whom all things are possible. To my father, Harry James Cavan, Jr., and my mother, Dorothy Hains Cavan, for giving me the love of learning and dedication. To my brother, Mike Cavan, who has always been by my side. To my family, John Lawrence Dawson, III., Joanna Stoughton Dawson Enck and Jeffrey Robert Enck, and James Cavan Dawson for their love, support, and encouragement. To my grandson, Joseph Stephen Enck, who is the light of my life and who fills my heart with joy. To my friend and sister, Nancy Mitchell, with whom I worked, studied, laughed, and cried. And finally to a very special friend who has come back into my life after many years and who has lifted me up and made me know that I can love again. 6 ACKNOWLEDGEMENTS I would like to express my appreciation to Dr. Ming Fang He for her tireless efforts to enhance diversity in education. I will always be grateful to you, Dr. He, for believing in me and helping me through the writing process. I have never thought of myself as a writer, but your faith in me proved that I could do what I thought was impossible. Because of you, I will always be committed to change toward an equality education for diverse students. I thank my committee members, Dr. John Weaver, Dr. David Alley, and Dr. Scott Beck. Dr. Weaver, you were the first professor who opened my eyes to a need for a culturally relevant pedagogy. You have inspired me to teach beyond the standard practices which exclude so many of our culturally diverse students. There are few words to express my immense gratitude to you. Dr. Beck, thank you for your classes which included readings on cultural diversity. I have used many of these to support this dissertation. I admire your dedication and work with immigrant families and their children. Your insights into the needs of these students and your compassion for them have encouraged me to work toward change in the classroom. Dr. Alley, thank you for your suggestions and dedication to my work. You helped me critically evaluate issues that I had not previously included. Your dedication to language learning has inspired me to look at alternate ways to teach language. I would also like to acknowledge the three participants in the study who gave their time to talk to me and share their stories. Thank you, Tayo, Sara, and Marcela. Without you, this dissertation would have been impossible and your voices left unheard. I wish you success, happiness, and the possibility to become who you want to be. 7 I would like to thank my department members who have supported me throughout this process. Norma Casas, you are my friend. You have been an inspiration to me in teaching culturally diverse students. You have shown me new ways to teach and renewed my passion for the profession. You are the best. Shengmei Di, you have been by my side from the beginning of this process. Your unrelenting support and dedication have been sources of energy and will to pursue this dissertation. I thank you, my friend. I would like to praise my father and mother, Jim and Dorothy Cavan. Not only were you devoted parents, you were my coach and teacher. You taught me dedication and instilled in me a love for learning. There is not a day that passes that I don’t remember you and praise God that you were my parents. To my brother, Mike Cavan, for his constant love and belief in me. Through many times of sadness and despair, you and Becky have encouraged me and loved me unconditionally. I thank God for all the memories and wonderful times we have shared. I thank you John, Joanna and Jeff, and Jim for encouraging and loving me. My life was blessed with you, and I thank God for you each day. Without your prayers and constant devotion, I would not have finished this effort. Joseph, my grandson, you are the perfect gift from God. My heart is restored with joy and love at your very presence. My friend, Nancy, I know that had you not been by my side, this dream would not have come to pass. You are my soul mate. You will never know the strength I found from your words of encouragement, your contagious laugh, and your tears of compassion and empathy. Thank you, dear. 8 To a very special friend of many years, I thank you for your pure love. Because of you, my life is more joyful and filled with expectations of what the future holds. You have made me realize that I am capable of loving once again. Finally, I will always be grateful to the professors of Georgia Southern University’s Curriculum Studies program for giving me the opportunity to grow professionally and seek alternate pedagogies. This has been the most rewarding educational experience I have ever had. Because of this program, I am dedicated to work for change
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