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A Focus Group of Adolescent Haitian Immigrants: Factors Affecting Their Perceptions of Academic Success in a Florida Public High School

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A Focus Group of Adolescent Haitian Immigrants: Factors Affecting Their Perceptions of Academic Success in a Florida Public High School University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2006 A Focus Group Of Adolescent Haitian Immigrants: Factors Affecting Their Perceptions Of Academic Success In A Florida Public High School Mercedes Pichard University of Central Florida Part of the Curriculum and Instruction Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Pichard, Mercedes, "A Focus Group Of Adolescent Haitian Immigrants: Factors Affecting Their Perceptions Of Academic Success In A Florida Public High School" (2006). Electronic Theses and Dissertations, 2004-2019. 856. https://stars.library.ucf.edu/etd/856 A FOCUS GROUP OF ADOLESCENT HAITIAN IMMIGRANTS: FACTORS AFFECTING THEIR PERCEPTIONS OF ACADEMIC SUCCESS IN A FLORIDA PUBLIC HIGH SCHOOL by MERCEDES R.Y. PICHARD B.S., Pace University, 1978 M.P.S., Manhattanville College, 1998 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at the University of Central Florida Orlando, Florida Spring Term 2006 Major Professor: Dr. Kay W. Allen © 2006 Mercedes R.Y. Pichard ii ABSTRACT The goal of this ethnographic research was to examine the perceptions of academic success of adolescent Haitian immigrant students who have arrived in the United States within the last five years and attend a public high school in Florida. The Haitian students were asked to explain the tensions they perceive between Haitian societal and educational norms and beliefs and American ones, and explain their perceptions and concerns regarding success. The importance of their perceptions as influences on their behavior was related to Bandura’s Social Cognitive Learning Theory. The relevance of certain questions concerning academic success for Haitian students was investigated through group interviews and focus group interviews textual data. The resulting qualitative exploratory study is meant to further our understandings of the Haitian students’ perceived and real successes, as well as to further additive bicultural educational practice in public high school settings where Haitian students are found. The literature review and results of this study found that there were many factors, student characteristics and student perceptions that could be used to explain Haitian immigrant adolescent student achievement in Florida public high school course work. Thirteen themes of concern to the students were developed in the data analysis. The Haitian adolescent immigrant students are able to speak purposefully, cogently, powerfully and coherently (English-language skills permitting) on numerous questions surrounding their thoughts and perceptions about their own success, academically or in their future careers. We can see that these students are able to define and discuss issues, make plans and recommendations for their own success, and state what is available/helpful and what is lacking for them in their high school. Suggested uses for the study included making some suggestions for the reorganization and implementation of certain educational resources for these Haitian adolescent students, and also making recommendations for future research, including but not limited to a study examining, implementing and assessing a pilot program which increases the iii career-counseling and vocational-planning resources available for these older secondary LEP students. iv This dissertation is dedicated to the memories of my adored mother, Mercedes Rosalie Barber Yans, and my father, Edward Louis Yans. Thank you for teaching me through your shining examples about the need to have passion for what we do in life, and the values of work-ethic, integrity, sincerity, courage, tolerance, love, and hope. This dissertation is also dedicated to my beloved children, Jérôme Edward, Michael Philippe, and Melody Laurel Adrienne. Thanks for putting up with me during the execution of my studies. I love you. v ACKNOWLEDGMENTS First and foremost, I would like to thank the people without whom this study would not have been possible. Thank you from the bottom of my heart to those who were my cultural bridge-makers, explainers, interpreters, and helpers in intercultural meaning-making: Mr. Arsène Adolphe, Mr. Michel Ernst Lanoix, Mr. Max Pierre, Dr. Jean-Robert Cadely, Mr. Réginald Jean Pierre, and Mr. Leslie Jean Pierre. Thanks so much, I am eternally grateful to my committee members: my brilliant, patient and gracious Chair, Dr. Kay Allen; and my thoughtful experts, Dr. Debra Giambo, Dr. Nancy Graham, and Dr. Marie Léticée. The triangulation of a study concerning the perceptions of limited English proficient immigrant adolescent students from Haiti in a public school setting could not have been successfully accomplished without your considerate eyes upon it. I would also like to thank Dr. Jennifer Deets for her influence, which taught me how to read ethnography and anthropology with scholarly yet vulnerable caring for its subjects. Thank you to the school district personnel, and the staff and students of my high school for all their encouragement and support during my studies. I particularly wish to acknowledge and thank the students who are English Language Learners for their courage, merriment, motivation and joie de vivre. Thanks to my friend and encourager, Dr. Eileen Deluca, for her inspirational work, her brilliant comments, and her tactful help, feedback and advice to me along my academic path (I love you, Doctor Ph.D., chica, and I hope one of us will always be ‘on the road’ for the other, snake to snake!). Thanks to my other academic and school-related vi cheerleaders and friends: Dr. Candace Harper, Dr. George Iber, Nancy Dean, Dr. Jennifer Paull, soon-to-be-Dr. Mark Schuller, Hyppolite Pierre, Ana Maria Chaves, and Cindy Yans. Thanks also goes to all the members of Cohort III of the UCF / FGCU joint doctoral program, without whose support and encouragement I’m sure I would have quit after one semester. Our bonding was deep and abiding, and provided a loving and caring atmosphere crucial to my success. Thanks to Reggie for keeping me smiling. Thanks to Mr. Jean Kipfer for making sure I ate and slept during some of the years of my doctoral studies. vii TABLE OF CONTENTS LIST OF TABLES............................................................................................................ xii CHAPTER ONE: INTRODUCTION................................................................................. 1 Background of the Study ................................................................................................ 1 Significance of the Study................................................................................................ 4 Purpose of the Study ....................................................................................................... 5 Definition of Terms......................................................................................................... 8 Grounding: Social Cognitive Theory............................................................................. 9 Mixed Messages Received by Haitian Students ........................................................... 10 Different Measures of Academic Success .................................................................... 13 Haitian Students’ Strengths and Weaknesses ............................................................... 16 Schooling Culture in Haiti and Florida......................................................................... 19 Créole and French......................................................................................................... 22 Linguistics and Educational Situation in Haiti ............................................................. 27 Haitian Teachers and Working Conditions................................................................... 33 Haitian Adolescent Immigrants .................................................................................... 35 Assimilation Types and Academic Orientations........................................................... 38 Methodology................................................................................................................. 41 Assumptions and Limitations ....................................................................................... 44 CHAPTER TWO: REVIEW OF THE LITERATURE.................................................... 47 Introduction................................................................................................................... 47 Bandura’s Social-Cognitive Learning Theory.............................................................. 48 Review of the History, Politics, and Economics of Haiti ............................................. 55 viii Haitian Society: Class and Color Issues ....................................................................... 61 Haitian Immigrants in the USA .................................................................................... 73 Linguistic Issues in Haiti: French and Haitian-Creole................................................. 86 Education in Haiti ........................................................................................................
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