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Experiences of Turkish Students and Their Parents Dissertation Making Sense of Schooling, Identity, and Culture: Experiences of Turkish Students and Their Parents Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Zeynep Işık-Ercan College of Education and Human Ecology The Ohio State University 2009 Dissertation Committee: Adrian Rodgers, Co-Advisor Barbara Seidl, Co-Advisor Laurie J. Katz Cynthia B. Dillard Copyright by Zeynep Işık-Ercan 2009 ABSTRACT In this study, I look at the Turkish immigrant parents and their children at the intersection of schooling, culture, and identity. The study particularly emphasizes the ways Turkish children negotiate their cultural identity in schooling, Turkish parents’ experiences with their children’s schooling, and the ways Turkish parents and children negotiate their bilingual and bicultural identities. Sociocultural theories, specifically hybridity theory (Bhabha, 1994; Soja, 1996; Moje et al., 2004) and transnational studies (Basch, Glick Schiller, & Szanton Blanc, 2008) framed this study. The findings suggest that Turkish parents and children collaborate to create a third-space in home and community contexts where hybrid American, Turkish, and Muslim identities and Turkish and American cultural and educational practices co-exist. The creation of these third spaces moves the parents and children beyond the limitations of Turkish and American geographical, cultural and educational contexts. ii DEDICATION To those teachers who never stopped believing in that child… iii ACKNOWLEDGMENTS I am so blessed to have beautiful people in my life that completed me in many different ways. This is an acknowledgement of how they stood by me through my dissertation process, as well as in my personal and professional life. Since I first flew over the Atlantic Ocean and landed in my new home, I had the blessing of having the faculty members who nurtured me not only academically, but also socially, psychologically, and emotionally throughout these long years. I could have accomplished very little without those around me. I am deeply grateful to my two advisors, mentors and examples of real life educators for me. First, my co-advisor Dr. Barbara Seidl, who constantly supported me, believed in my abilities in academia, and became a lifelong friend. Your presence gave me strength and courage, and a feeling of home away home. You sincerely modeled what it means to do research with your heart and mind for the people of this country. Special thanks to my advisor Dr. Adrian Rodgers, who complimented my naiveties with his voice of reason and his “push” for excellence in this profession. I am so proud to be your student and to learn from you. Your insight and guidance prepared me for each critical milestone in my studies, as well as my future work in academia. I had the pleasure of collaborating with Dr. Laurie J. Katz for many years. You always went an extra mile to support me, and were so flexible. Thank you for your constant understanding and caring. iv Last, but not the least, Dr. Cynthia Dillard. You spread enthusiasm and creativity anywhere you go and influence many people like me to go after their passion in research. Your presence gives me hope that multiple voices and alternative epistemologies will always have a place in our academia. I would like to thank the members of 10 Turkish families for allowing me into their homes and their lives, for allocating precious family time for my interviews and observations, and for letting me get to know their children so I could do this research. Dr. Marnie Morrison, Dr. Robert Hite, Jody Wallace, Hyun Young Kang, Dr. Rebecca Kantor, Dr. David Bloome, Dr. Sue Whitman, Sue Burt, Louise Lahore, and Müge Galin supported my scholarly growth in many ways. Thank you! My parents Sevgican and Mustafa, and my brother, Uğur, their eyes full of tears, always let me go away, explore, learn, and grow. Thank you for always trusting me and raising me as a free spirit, but also being the shoulder when I needed. My mother-in-law, Hatice, thank you for supporting our family during my study. Serhat, thanks to you, too! My dear friends, who constantly surrounded me with their prayers, laughter, surprises, hot meals, emails and graceful hearts, I felt your presence with me all the time. Finally, two persons that I can never imagine to be apart from. So many flights have been taken on a single day to be able to return home to you. My love and my best friend Serkan, you have been the moonlight in my darkest hours. Neither this dissertation, nor most of anything in my life could have been possible without your wisdom, insight, and nurturing. And my little bead, my olive, Enis. You have been the greatest gift ever bestowed on me. Thank you for sharing mom with books and that weird laptop toy. v VITA 2000 ............................................................ B.A. History and Social Studies Teaching, Gazi University, Turkey. 2000 ............................................................ Elementary Teaching Certificate (K-5), Gazi University, Turkey. 2004 ............................................................ M.A. Early Childhood and Elementary Education, The Ohio State University 2005-2009 ................................................... Graduate Teaching Associate, Early Childhood M.Ed program, The Ohio State University Publications Işık-Ercan, Z. (2008). A comparison of guided participation approach to instruction with Gagne’s components skills approach. In E. Anderman, & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia. Farmington Hills, MI: Thomson Gale. Fields of Study Major Field: Education Cognate Areas: Early/Middle Childhood Education, Cultural Diversity in Education, Preservice Teacher Education vi TABLE OF CONTENTS ABSTRACT ................................................................................................................... ii DEDICATION .............................................................................................................. iii ACKNOWLEDGMENTS ............................................................................................. iv VITA ............................................................................................................................. vi LIST OF TABLES ........................................................................................................ ix LIST OF FIGURES ........................................................................................................ x CHAPTER 1: INTRODUCTION ................................................................................... 1 The Purpose of the Study ............................................................................................ 5 Research Questions ..................................................................................................... 6 Significance of the Study ............................................................................................ 6 Theoretical Framework ............................................................................................... 8 Definitions of Terms and the Use of Descriptors ....................................................... 12 Summary .................................................................................................................. 15 CHAPTER 2: IMMIGRANTS, CULTURE, IDENTITY AND SCHOOLING .............. 16 Introduction .............................................................................................................. 16 Immigrants and Schooling......................................................................................... 18 Immigrants and Cultural Identity ............................................................................... 22 Schooling and Immigrant Identities ........................................................................... 31 The Post-modern Shift in Understanding Immigrant Identities .................................. 35 Summary .................................................................................................................. 41 vii CHAPTER 3: RESEARCH METHODOLOGY............................................................ 42 Epistemological and Theoretical Stance .................................................................... 42 Qualitative Research Methodology ........................................................................... 45 Trustworthiness......................................................................................................... 47 Participants ............................................................................................................... 51 Timeline for the Study .............................................................................................. 60 Particular Methods for Data Collection ..................................................................... 61 Analyses ................................................................................................................... 72 Summary .................................................................................................................. 77 CHAPTER 4: FINDINGS............................................................................................. 78 Turkish Children Negotiating Culture, Identity, and Schooling ................................. 78 Turkish Parents’ Experiences with their Children’s Schooling ................................ 117 Negotiating Bilingualism and
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