DOCSLIB.ORG

Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and Through Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and Through Higher Education National Louis University Digital Commons@NLU Dissertations 6-2020 Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and through Higher Education Monica Ramos Follow this and additional works at: https://digitalcommons.nl.edu/diss Part of the Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Chicana/o Studies Commons, Curriculum and Social Inquiry Commons, Language and Literacy Education Commons, and the Latina/o Studies Commons Recommended Citation Ramos, Monica, "Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and through Higher Education" (2020). Dissertations. 512. https://digitalcommons.nl.edu/diss/512 This Dissertation - Public Access is brought to you for free and open access by Digital Commons@NLU. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@NLU. For more information, please contact [email protected]. INTERGENERATIONAL FAMILY LEARNING PROGRAMS: STORIES OF LATINX, IMMIGRANT FAMILIES AND THEIR JOURNEYS TO AND THROUGH HIGHER EDUCATION Mónica Haydeé Ramos EDD in Teaching and Learning Major: Curriculum, Advocacy and Policy Submitted in partial fulfillment of the requirements of Doctor of Education in the National College of Education National College of Education National Louis University June 2020 Copyright by Mónica Haydeé Ramos, 2020 All rights reserved ABSTRACT This research presents the stories of three Latinx families who participated in an intergenerational family program. I endeavored to understand their experiences navigating the American system of education and their immigrant stories. Their narratives revealed significant details that can serve as integral elements in the development of an intergenerational learning curriculum based on culture, language, and traditions, and that steps away from the assumptions that perpetrate the deficit-based narratives about Latino families and higher education. Their hopes provide points for further research and advocacy. In this qualitative study, I collected data using semi-structured interviews, including documents and artifacts. The most relevant literature includes intergenerational learning, lifelong learning, culturally relevant pedagogy, and funds of knowledge. Moreover, I suggested national and international intergenerational family education programs. In closing, I present the reader with my various identities and my reflections as part of the validity of the study as I am a researcher of color investigating an issue that affects People of Color. v ACKNOWLEDGEMENTS Since the beginning of my higher education journey, I have been fortunate to have professors who inspired me and who believed in me. In my undergraduate studies, Dr. Luis Ceja and Professor Rayo Valles were so special to me. Dr. Luis Ceja’s love for literature and philosophy will always stay with me. Professor Rayo Valles showed me what engaging classrooms looked like. Her mastery of pedagogy and her assertiveness are something I continue to aspire to. During my graduate studies, I treasured Dr. Sweeney’s conversations about authentic writing, evoking students’ voices. In my doctoral studies, I continued to be very fortunate. I want to thank my professors in the Curriculum, Advocacy, and Policy program, especially Dr. Sara Efron. I would have not gone this far without her guidance and patience. You have a special place in my heart. I am forever grateful for her wisdom and kindness. My profound appreciation to Dr. Terry Smith and Dr. Carlos Azcoitia. Thank you for never doubting me and for making me feel that I could do this. I am forever grateful to all of you for teachings and your suggestions for this work. Thank you, Dr. Efron, Dr. Smith, and Dr. Azcoitia for pushing me to embrace and amplify my voice. Additionally, I want to extend my gratitude to the families who made this research possible, and to all the families and students who have crossed my path during my career. You are my inspiration. Thank you for allowing me to walk along with you on your educational journey. Lastly, I cannot ignore the violence and oppression perpetrated against People of Color in the United States. With this work, I want to honor brothers and sisters of color unjustly taken from us by acts of violence motivated by racial hatred. Along with that, I acknowledge the grief caused by the global Covid-19 pandemic. vi DEDICATION This work is dedicated to: My son, Aidan Sebastian. You are the light of my eyes, the fire of my heart, the source of my energy, my confidant, and the most beautiful gift God has given me. Thank you for your patience during these long five years. My mother, Maria del Socorro. You always wanted the best for me and my brother. Ever since my teen years, I envisioned this day. This accomplishment was inspired by your principles of a well-done job and persistence. My husband, Martin. You are a good man and a noble soul. I appreciate your support and cheers. Thank you for your endless words of encouragement. My dearest friend, Leo. I treasure your friendship. I deeply appreciate your support during the hardest times in this journey. Thank you for those many days you listened to me when I most needed to be listened to. You are like a brother to me; you are an example of compassion and hard work. My grandmother, Doña Leonor Reyes. You are my inspiration; your essence is what makes this work so meaningful. You will always live in my heart. I wish you could see me now. Grandma, I am the first in the family with the highest academic degree. I made it, Grandma!, ¡Lo logré!. ¡Lo logramos! We did it! Abuelita Leonor this is for you, for our ancestors, and for our generations to come. TABLE OF CONTENTS ABSTRACT .................................................................................................................................... v ACKNOWLEDGMENTS ............................................................................................................. vi DEDICATION List of Tables ..................................................................................................................................xv List of Figures .............................................................................................................................. xvi CHAPTER ONE: INTRODUCTION ..............................................................................................1 Teaching and Learning in the Family: My Lifelong Learning Story.................................. 5 My Uneven Journey through Higher Education in a Foreign Land……………....…….…7 Problem Statement .............................................................................................................11 Purpose Statement ..............................................................................................................12 Definition of Key Concepts ...........................................................................................................12 Intergenerational Learning .................................................................................................12 Lifelong Learning ..............................................................................................................13 First-Generation College Students .....................................................................................14 Historical and Theoretical Frameworks ....................................................................................... 15 History of Lifelong and Intergenerational Learning ..........................................................15 viii Lifelong Learning ..................................................................................................16 Basil Yeaxlee and the New Lifelong Learning Era in the 20th Century ...............17 Intergenerational Learning .....................................................................................18 Immigrant Families in the Hull House Settlement from 1889 to 1935 ................. 19 Critical Theory .............................................................................................................................. 22 Critical Race Theory ......................................................................................................... 23 Latino Critical Theory .......................................................................................................23 Research Questions ............................................................................................................25 Significance of the Study .................................................................................................. 27 Summary of Chapter One ..................................................................................................31 CHAPTER TWO: LITERATURE REVIEW ................................................................................33 Philosophical Roots (Paulo Freire & John Dewey) ...........................................................34 Critical Theory ...................................................................................................................39 Critical Theory Approach to Intergenerational and Lifelong Learning .................42 Critical Race Theory ..........................................................................................................42 Latino Critical Theory........................................................................................................44
Load more

Recommended publications
  • Immigrant Fiction, Religious Ritual, and the Politics of Liminality, 1899-1939
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2008 Rights of Passage: Immigrant Fiction, Religious Ritual, and the Politics of Liminality, 1899-1939 Laura Patton Samal University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the English Language and Literature Commons Recommended Citation Samal, Laura Patton, "Rights of Passage: Immigrant Fiction, Religious Ritual, and the Politics of Liminality, 1899-1939. " PhD diss., University of Tennessee, 2008. https://trace.tennessee.edu/utk_graddiss/343 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Laura Patton Samal entitled "Rights of Passage: Immigrant Fiction, Religious Ritual, and the Politics of Liminality, 1899-1939." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in English. Mary E. Papke, Major Professor We have read this dissertation and recommend its acceptance: Thomas Haddox, Carolyn R. Hodges, Charles Maland Accepted for
    [Show full text]
  • Art for People's Sake: Artists and Community in Black Chicago, 1965
    Art/African American studies Art for People’s Sake for People’s Art REBECCA ZORACH In the 1960s and early 1970s, Chicago witnessed a remarkable flourishing Art for of visual arts associated with the Black Arts Movement. From the painting of murals as a way to reclaim public space and the establishment of inde- pendent community art centers to the work of the AFRICOBRA collective People’s Sake: and Black filmmakers, artists on Chicago’s South and West Sides built a vision of art as service to the people. In Art for People’s Sake Rebecca Zor- ach traces the little-told story of the visual arts of the Black Arts Movement Artists and in Chicago, showing how artistic innovations responded to decades of rac- ist urban planning that left Black neighborhoods sites of economic depres- sion, infrastructural decay, and violence. Working with community leaders, Community in children, activists, gang members, and everyday people, artists developed a way of using art to help empower and represent themselves. Showcas- REBECCA ZORACH Black Chicago, ing the depth and sophistication of the visual arts in Chicago at this time, Zorach demonstrates the crucial role of aesthetics and artistic practice in the mobilization of Black radical politics during the Black Power era. 1965–1975 “ Rebecca Zorach has written a breathtaking book. The confluence of the cultural and political production generated through the Black Arts Move- ment in Chicago is often overshadowed by the artistic largesse of the Amer- ican coasts. No longer. Zorach brings to life the gorgeous dialectic of the street and the artist forged in the crucible of Black Chicago.
    [Show full text]
  • The Colour Distinction
    Resilient Resistance: Understanding the Construction of Positive Ethnocultural Identity in Visible Minority Youth by Elizabeth Shen A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Administration and Leadership Department of Educational Policy Studies University of Alberta © Elizabeth Shen, 2018 ii Abstract Visible minority youth face racism daily at micro, mezzo and macro-levels and yet there is a gap in academic research that examines how these students can combat racism, as they experience it at the micro-level, in order to develop pride toward their minority culture and race. As such, this dissertation explores how visible minority youth, who are living within a dominant culture environment where all levels of racism exist to encourage their assimilation, are able to express positive ethnocultural identity. In doing so, this dissertation seeks to answer the question of: How do visible minority youth build positive personal ethnocultural identity? with the corresponding question of: How do visible minority students externally express ethnocultural identity? Using case study methodology within two schools in the province of Alberta, visible minority adolescent students were interviewed and data were analyzed to gain insight into the various strategies that junior high school (grades 7, 8 and 9) students use to express their ethnocultural identity. I learned that students build ethnocultural identity by: 1. seeking and embracing cultural knowledge; 2. accepting feelings
    [Show full text]
  • Mothers Across Borders: a Transnational Analysis Of
    MOTHERS ACROSS BORDERS: A TRANSNATIONAL ANALYSIS OF PARENTING BETWEEN INDIAN MOTHERS IN EDISON AND KOLKATA by MADHURIMA DAS A DISSERTATION Presented to the Department of Sociology and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy June 2017 DISSERTATION APPROVAL PAGE Student: Madhurima Das Title: Mothers Across Borders: A Transnational Analysis of Parenting Between Indian Mothers in Edison and Kolkata This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Sociology by: Eileen Otis Chairperson Ellen Scott Core Member Jill Harrison Core Member Arafaat Valiani Institutional Representative and Scott L. Pratt Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2017 ii © 2017 Madhurima Das iii DISSERTATION ABSTRACT Madhurima Das Doctor of Philosophy Department of Sociology June 2017 Title: Mothers Across Borders: A Transnational Analysis of Parenting Between Indian Mothers in Edison and Kolkata. This dissertation addresses the central question- How are parenting methodologies across the sending and receiving nations shaped by larger macro forces embedded in economy and labor market forces? In order to answer this key question this project analyzes interviews with 59 middle-class mothers in Edison, New Jersey and Kolkata, India. This project contributes to the larger scope of immigration and transnational studies while placing them at the cross section of globalization of economy, labor market and education. The first chapter examines extensively the schooling systems in Edison and Kolkata and the ways it shapes parenting methods in these two locations.
    [Show full text]
  • Juneau Town/East Town
    Approximate boundaries: N-E. Ogden Ave (partial) E. State St;S -E. Clybourn St; E-E-Lincoln Memorial Dr;W -Milwaukee River DOWNTOWN NEIGHBORHOOD DESCRIPTION East Town (also known as Juneau Town) is a densely populated neighborhood with a variety of housing styles. There are many 19th century houses in the Tudor, Queen Anne and Italianate styles integrated with multi-unit apartment buildings and newer condos. The neighborhood has some wide boulevards with green space in the medians. The streets generally follow a grid pattern; the exceptions to this are Water Street and Prospect Avenue. Water Street tracks the bend of the river and Prospect Avenue follows the curve of the bluff over Lake Michigan along Juneau Park. The topography is flat except for a hill that slopes down to the river beginning around Jefferson Street. Most of Juneau Park is in East Town. There are two monuments in Juneau Park--one is a statue of Solomon Juneau and the other of Leif Erikson. Cathedral Square is a small park in the center of the neighborhood and hosts numerous events throughout the year (see outings section and neighborhood photos below). HISTORY East Town owes its origins to Solomon Juneau. In the 1830s Juneau platted the village of Milwaukee and settled there. He began selling plots of land in what was becoming known as Juneau Town. He set the location for downtown when he and his wife Josette opened a trading post at today’s Water Street and Wisconsin Avenue. Juneau went on to become the first mayor of Milwaukee in 1846 and the city’s first postmaster.
    [Show full text]
  • (Title of the Thesis)*
    “This Third Space”: Real-and-Imagined Spaces in Turn-of-the-Century American Settlement Fiction by Melissa Pound A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Master of Arts in English Waterloo, Ontario, Canada, 2012 ©Melissa Pound 2012 AUTHOR'S DECLARATION I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract This thesis is a literary analysis of American settlement fiction, using a spatially-informed cultural historicist approach. The settlement movement in the U.S. was both a Progressive Era reform movement and a precursor to modern-day social welfare systems. As such, it has typically been viewed in either laudatory or censorious terms – as an innovative force for social good, or as a negative source of social control. Drawing on Edward Soja’s concept of Thirdspace as a uniquely generative and semiotically rich cultural site, and focusing on Hull House as an example of Thirdspace, I argue that the settlement movement was in fact an extraordinarily multivalent phenomenon. Hull House (and the many settlement houses modeled after it) instantiated issues of gender, class, and race in complex ways that both reflected and refracted larger patterns in American culture. Moreover, these same patterns are evident in fiction that incorporates the spaces of the settlement house and the figure of the settlement worker. Contextualized readings of five novels (Elia Wilkinson Peattie’s The Precipice, Clara Laughlin’s Just Folks, Hervey White’s Differences, Sherwood Anderson’s Marching Men, and W.E.B.
    [Show full text]
  • Immigrant Children
    Immigrant Children 000_Chuang11_FM_pi-x.indd0_Chuang11_FM_pi-x.indd i 22/22/11/22/11 44:27:11:27:11 PPMM 000_Chuang11_FM_pi-x.indd0_Chuang11_FM_pi-x.indd iiii 22/22/11/22/11 44:27:13:27:13 PPMM Immigrant Children Change, Adaptation, and Cultural Transformation Co-Editors Susan S. Chuang and Robert P. Moreno LEXINGTON BOOKS A division of ROWMAN & LITTLEFIELD PUBLISHERS, INC. Lanham • Boulder • New York • Toronto • Plymouth, UK 000_Chuang11_FM_pi-x.indd0_Chuang11_FM_pi-x.indd iiiiii 22/22/11/22/11 44:27:13:27:13 PPMM Published by Lexington Books A division of Rowman & Littlefield Publishers, Inc. A wholly owned subsidiary of The Rowman & Littlefield Publishing Group, Inc. 4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706 http://www.lexingtonbooks.com Estover Road Plymouth PL6 7PY United Kingdom Copyright © 2010 by Lexington Books All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review. British Library Cataloguing in Publication Information Available Library of Congress Cataloging-in-Publication Data To Come Printed in the United States of America ™ The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992. 000_Chuang11_FM_pi-x.indd0_Chuang11_FM_pi-x.indd iivv 22/22/11/22/11 44:27:13:27:13 PPMM Dedication To my mother, father, and family who live across are scattered across Canada and the United States.
    [Show full text]
  • In the Mid 1880'S, Issues of the Working Poor Caused by Urbanization, Industrialization and Immigration Were a Catalyst For
    SETTLE ENT OVE ENT In the mid 1880's, issues of the working poor caused One of the first three university settlement houses Not limited to Chicago, by 1913 there were 413 by urbanization, industrialization and immigration in England, Toynbee Hall saw a number of American settlement houses throughout the United States, were a catalyst for the Settlement Movement. visitors in its early years. Most famously, Jane Addams, including Boston. Two local Boston leaders, Robert Envisioned by Arnold Toynbee, a tutor at Balliol suffragette, abolitionist, pacifist and first American A. Woods and Vida Dutton Scudder visited Toynbee College, England, and his colleagues, the Movement woman to receive the Nobel Peace Prize, found Hall as religious students, and later brought the was a revolutionary and humanistic approach to social inspiration when she Settlement Movement to Boston. Woods became work which brought the social worker face to face visited Toynbee Hall in the head resident at Boston's first Settlement, with life in urban slums. Settlement workers would 1887-88. Jane Addams Andover House, in 1892. Woods, however, had live in settlement houses providing both education became attracted a contentious relationship with the immigrants and social services. Workers at Toynbee Hall, located in to settlement work he intended to help, often seeing them as London's East Side and named for Arnold Toynbee by through the faith of resistant to assimilation. Woods developed a friend and colleague Canon Samuel Barnett, practiced her father, a devout difficult relationship with the community, often Barnett's visionary mission "to learn as much as to Quaker.
    [Show full text]
  • AMS/SMT Milwaukee 2014 Abstracts Thursday Afternoon
    AMS/SMT American Musicological Society Society for Music Theory Program & Abstracts & Abstracts Program 2014 Milwaukee Milwaukee 6-9 November 2014 Abstracts g Abstracts of Papers Read at the American Musicological Society Eightieth Annual Meeting and the Society for Music Theory Thirty-seventh Annual Meeting 6–9 November 14 Hilton Hotel and Wisconsin Center Milwaukee, Wisconsin g AMS/SMT 2014 Annual Meeting Edited by Judy Lochhead and Richard Will Chairs, 14 SMT and AMS Program Committee Local Arrangements Committee Mitchell Brauner, Chair, Judith Kuhn, Rebecca Littman, Timothy Miller, Timothy Noonan, Gillian Rodger Performance Committee Catherine Gordon-Seifert, Chair, Mitchell Brauner, ex officio, David Dolata, Steve Swayne Program Committees AMS: Richard Will, Chair, Suzanne Cusick, Daniel Goldmark, Heather Hadlock, Beth E. Levy, Ryan Minor, Alejandro Planchart SMT: Judy Lochhead, Chair, Poundie Burstein, ex officio, Michael Klein, Sherry Lee, Alexander Rehding, Adam Ricci, Leigh VanHandel The AMS would like to thank the following people and organizations for their generous support: Calvary Presbyterian Church, Milwaukee Joan Parsley Charles Sullivan and Early Music Now Milwaukee Symphony Orchestra University of Wisconsin-Milwaukee Program and Abstracts of Papers Read (ISSN 9-1) is published annually for the An- nual Meeting of the American Musicological Society and the Society for Music Theory, where one copy is distributed to attendees free of charge. Additional copies may be purchased from the American Musicological Society for $1. per copy plus $. U.S. shipping and handling (add $. shipping for each additional copy). For international orders, please contact the American Musicological Society for shipping prices: AMS, 61 College Station, Brunswick ME 411-41 (e-mail [email protected]).
    [Show full text]
  • Violence Against Immigrant Women and Systemic Responses: an Exploratory Study
    The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: Violence Against Immigrant Women and Systemic Responses: An Exploratory Study Author(s): Edna Erez Ph.D. ; Nawal Ammar Ph.D. Document No.: 202561 Date Received: 11/14/2003 Award Number: 98-WT-VX-0030 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant final report available electronically in addition to traditional paper copies. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Violence against Immigrant Women and Systemic Responses: An Exploratory Study Edna Erez, LL. B., Ph. D. Institute for the Study and Prevention of Violence Kent State University Kent, OH 44242 and FINAL REPORT Nawal Ammar, Ph. DApproved B~: Department of Justice Studies Kent State Universitmate: Kent, OH 44242 In collaboration with The National Network on Behalf of Battered Immigrant Women Co-Chaired by Leslye Orloff, NOW Legal Defense and Education Fund, Washington, D.C. Gail Pendelton, National Immigration Project of the National Lawyers Guild, Boston Leni Marin, Family Violence Prevention Fund, San Francisco May 2003 Report submitted to National Institute of Justice in fulfillment of requirements for Grant #98-WT-VX-0030 Views expressed in this report are those of the authors and do not represent the views of the National Institute of Justice. This document is a research report submitted to the U.S.
    [Show full text]
  • Suellen Hoy, Ph.D., Papers 1810-2006, N.D
    Women and Leadership Archives Loyola University Chicago Suellen Hoy, Ph.D., Papers 1810-2006, n.d. Creator: Hoy, Suellen (1942 - ) Extent: 24 l. ft. Location: Processor: Ashley Eckhardt, April 3, 2008 Administration Information Access Restrictions: Personal correspondence is restricted by Suellen Hoy until 2030. Usage Restrictions: Copyright to the photographs obtained from the Chicago Sun-Times, Archdiocese of Chicago, and Library of Congress is retained by the original owner. For other photographs procured by Dr. Hoy, the copyright is granted to the WLA. Copyright for most of the other materials in this collection resides elsewhere. See the archivist for further information. Preferred Citation: Loyola University Chicago. Women & Leadership Archives. Suellen Hoy, Ph.D., Papers. Box #, Folder #. Provenance: Donated by Suellen Hoy on July 21, 2003 (WLA2003.28), April 27, 2004 (WLA2004.22), May 25, 2005, September 15, 2006 (WLA2006.51), and August 21, 2007 (WLA2007.26). Separations: Approximately 0.5 linear feet of duplicates were removed. A collection of books related to women religious was separated and became part of the WLA monograph collection. See Also: Suellen Hoy Papers, Indiana University Archives Biographical History Suellen Hoy was born in Chicago, Illinois, on August 14, 1942. She earned her B.A. from St. Mary’s College in Notre Dame, Indiana, in 1965. She then attended Indiana University in Bloomington, Indiana, where she earned her M.A. and Ph.D. in 1971 and 1975 respectively. Dr. Hoy served in a number of capacities within the history profession, beginning her career as a history teacher at Marian Central High School in Woodstock, Illinois, and Highland Senior High School in Highland, Indiana, where she taught until 1968.
    [Show full text]
  • Narrative Inquiry of the Parenting Experiences of Chinese Immigrant Parents in the U.S
    Narrative Inquiry of the Parenting Experiences of Chinese Immigrant Parents in the U.S. Author: Xiaoxia Chen Persistent link: http://hdl.handle.net/2345/3229 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2013 Copyright is held by the author, with all rights reserved, unless otherwise noted. BOSTON COLLEGE Lynch School of Education Department of Teacher Education, Special Education, and Curriculum and Instruction Curriculum and Instruction: Language, Literacy, and Learning NARRATIVE INQUIRY OF THE PARENTING EXPERIENCES OF CHINESE IMMIGRANT PARENTS IN THE U.S. Dissertation by XIAOXIA CHEN submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy August 2013 © Copyright by Xiaoxia Chen 2013 Narrative Inquiry of the Parenting Experiences of Chinese Immigrant Parents in the U.S. By Xiaoxia Chen Dissertation Director: Dr. María Estela Brisk Abstract While traditional multicultural education has advanced school personnel‘s cultural awareness and the implementation of multicultural curricula, it can also perpetuate stereotypes of certain cultural groups by overstating the role of culture. The widely held stereotypes of Chinese immigrants as super-achievers and a ―model minority‖ may dangerously hide the problems that many Chinese immigrant families face upon immigrating. In this dissertation, I share findings generated from the narrative inquiry of sixteen Chinese immigrant parents. The study was to uncover multiple realities related to the parenting experiences constructed by Chinese immigrant parents in their given social, cultural, and personal circumstances. Guiding this inquiry is the bioecological model, which provides an overarching framework to address all the factors that possibly influence immigrants‘ parenting.
    [Show full text]