University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2004 Problems and possibilities : the complexities of accessing higher education for Puerto Rican women in the United States. Barbara Tramonte University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Tramonte, Barbara, "Problems and possibilities : the complexities of accessing higher education for Puerto Rican women in the United States." (2004). Doctoral Dissertations 1896 - February 2014. 5708. https://scholarworks.umass.edu/dissertations_1/5708 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. PROBLEMS AND POSSffilLITIES: THE COMPLEXITIES OF ACCESSING HIGHER EDUCATION FOR PUERTO RICAN WOMEN IN THE UNITED STATES A Dissertation Presented by BARBARA TRAMONTE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 2004 School of Education © Copyright 2004 by Barbara Tramonte All Rights Reserved PROBLEMS AND POSSmiLITIES: THE COMPLEXITIES OF ACCESSING HIGHER EDUCATION FOR PUERTO RICAN WOMEN IN THE UNITED STATES A Dissertation Presented by BARBARA TRAMONTE Approved as to style and content by: -* Irving Seioman, Chair Elena Carbone, Member DEDICATION For my mother, Sarah Paturick, the thread that makes my fabric strong And for Bob Tramonte, seer, funny man, support, and inspiration, you are missed ACKNOWLEDGEMENTS My heartfelt thanks to the many people who helped me as I worked on this project. Without their community and support, I would be alone. When I reflect on the research I’ve done and the people who were kind and open enough to be a part of it, I am reminded of a phrase from a Bob Marley song. “When it rains, it don’t rain on one man’s house.” To the generous women who participated in this study and shared with me their stories of rain (and sun), thank you. I have known your storms. For my children, Rachel and David Tramohte, the loves and the real work of my life, my gratitude. To Dennis Bartlett, for the good and sweet love when I needed it most. I want to thank Dr. Dolly Pedevillano, Dr. Cara Turner, and Abbie Sheehan, “my sisters in crime.” Thank you for the many late nights of talk, beer, wine, cigarettes, and m & m’s. To Dr. Gloria DiFulvio for the good eating and criticism of my work. To Dr. Marge Colbert, a woman of great strength and a steadfast support, thank you. To the Hall-O’Neils, healthy skeptics, incisive wits, and just plain fun. Thank you for your support. To Dr. Marian MacDonald, a practitioner and thinker with a heart of gold, there could never be enough thanks. And to Bonnie Lea, my Brooklyn junior-high-school cutting buddy, thank you for keeping the spirit of our long friendship fresh, and always being there for me. For my sisters and brother, Roz Ayotte, Joanne Zander-Fox, and Charles Paturick, thank you all. “We are family” and I am blessed. To my nieces Kristen, V Kaylin, and Anna - “Yo, the diss is done!” Thank you for the many meals out and the fun and the baked goods. For the Wentworth sisters - Lisa and Rae-Ann, friends and immeasurable supports. I can’t imagine how many people in the Pioneer Valley would be cut adrift without Rae-Ann’s computer skills. Rae-Ann, you rule! Linda Guthrie, an incisive wit and welcome face at Furcolo, thank you for your fine spirit, book recommendations, and hand holding. And for Doima Brouillet, thanks for the candy and kind words. Also, for Peg Louraine, a hearty thanks for putting up with me. To my committee members, Irv Seidman, Part Dodds, and Elena Carbone thank you for your guidance, encouragement, and astute criticism of my work. VI ABSTRACT PROBLEMS AND POSSmiLITIES: THE COMPLEXITIES OF ACCESSING HIGHER EDUCATION FOR PUERTO RICAN WOMEN IN THE UNITED STATES SEPTEMBER 2004 BARBARA TRAMONTE, B.A., FORDHAM UNIVERSITY M.Ed., UNIVERSITY OF MASSACHUSETTS AMHERST Ed D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Irving Seidman Female-headed families of Hispanic origin have the highest poverty rate of all ethnic groups in the United States. Within this group of Hispanics, Puerto Rican families suffer most from high rates of poverty with 52.1% of Puerto Rican youth younger than 18 living below the poverty line (United States Census Bureau, 2001). These figures are directly related to low educational levels and high dropout rates among Puerto Rican females (Canedy, 2001; United States Department of Commerce, 1999). This study explores the experiences of 16 Puerto Rican women accessing higher education in an alternative program in the United States. In order to explore the experiences of my participants, I use in-depth interviewing from a phenomenological perspective (Seidman, 1998). The study's findings show a lack of school support and curricular guidance for Puerto Rican women in secondary school in the United States, and a tendency toward internalized failure among participants. Inadequate assessment of bilingual speakers Vll combined with negative perceptions of bilingual Spanish/English speakers in United States schools also account for deficient academic outcomes for Puerto Rican female students. Results of this study also show a correlation between family disjunction and negative school outcomes. High pregnancy rates among Puerto Rican teenagers were also contributors to school drop out and push out behaviors. Most women in this study who went on to a respectful, high-level, critical thinking alternative higher education course in the humanities (New Roads to College) showed remarkable growth personally and academically. Findings show an increase in literacy and school motivation for their extended family members as well. The study points to many recommendations for schools and policy makers who are educating Puerto Rican women in United States schools. Vlll TABLE OF CONTENTS Page ACKNOWLEDGMENTS .v ABSTRACT.vii LIST OF FIGURES . xiv CHAPTER 1. INTRODUCTION TO THE STUDY. 1 The Purpose of the Study .2 The Educational Climate for Many Puerto Rican Women in United States Schools .4 Non-Traditional Higher Education Programs for Minorities and the Poor .... 5 Organization of this Dissertation . 6 My Interest in Puerto Rican Women in a Non-Traditional Higher Educational Program .8 Research Questions: What I Hope to Discover ...9 The Contextual Framework. 10 Colonization of Puerto Rico by Spain and the United States .10 Puerto Rico and the United States in the Early 1900s.12 Language Issues .16 The Historical Tracks of Bilingualism in the United States .17 The Pro-Bilingual Education Perspective . 19 The Case Against Bilingual Education .22 Assessing Bilingual Students .25 Race and Identity .27 Circular Migration ..33 Puerto Rican Females within the Family Structure .34 Adolescent Pregnancy and Motherhood ...34 Female Role Expectations .35 Culture and Family .36 Summary of Conditions for Puerto Rican Women and Children.37 Final Thoughts .38 IX 2. REVffiW OF RESEARCH RELEVANT TO THE STUDY 41 Review of Existing Empirical Research .42 What the Research Says about Puerto Rican Students in High School .45 Research about the Conditions and Educational Hopes of Poor Minorities .48 What the Research Says about Women and Minorities in Higher Education . 50 Research about the Poor in the United States .52 Free or Low-Cost College and Non-Credit Learning .54 Post-Secondary Degree Programs for Low Income Minorities ..55 Community Colleges .56 Research on the Effect of Remedial Courses in College and Community College.58 Alternative Higher Education Programs ...59 Conceptualization of this Dissertation Study . 59 3. THE PURPOSE OF THE STUDY AND METHODOLOGICAL APPROACH ..61 Introduction .61 Rationale for Choosing a Qualitative Method of Research .61 In-Depth Interviewing from a Phenomenological Perspective .63 In-Depth Phenomenological Interviewing Allows for Multiple Perspectives .64 Pilot Work .65 Selection of Participants for this Dissertation Study.65 Gaining Access to Participants for this Study.68 The Interviews .68 New Roads to College: An Alternative Program for the Ethnic Poor.70 The Study .73 Data Analysis .74 Ethical Considerations.75 Trustworthiness . 75 My Role . 77 4. FAMILY SYSTEMS AND CULTURAL MESSAGES .80 Introduction .80 Issues of Poverty and Family Disjunction .80 How Constant Moving Affects Schooling and Relationships ..90 Gender Roles in Puerto Rican Culture..96 X Gender Expectations in a Macho Culture.98 Academic Role Models for Women in a Macho Culture.101 The Father/Daughter Relationship .104 Having or Being a Sister in the Puerto Rican Family .108 Positive Perceptions of Puerto Rico and Its Culture ..110 Final Thoughts . 112 5. THE INTERSECTION BETWEEN SELF, THE PUBLIC SPHERE, AND SCHOOL ..... ..116 Introduction .. 116 Spanish/English Bilingualism and Its Effect on Puerto Rican Participants in United States Schools .117 Loss of Native Language and Identity Confusion .. 120 Problems with Assessing and Placing Bilingual Students in Courses . 122 Bilingual Classes are Perceived as the Dumb Classes .125 School Experienced Via Racial and Ethnic Identity ..128 Stories About Puerto Ricans with Darker Skin ...130 Finding a Place as a Puerto Rican - The Attitude Toward Whiteness