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The nature of middle-class Latino/a ...

Curwen, Margaret Sauceda.

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The nature of middle-class Latino/a students' cultural capital in a fifth-grade classroom's reading and writing activities.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The nature of middle-class Latino/a students' cultural capital in a fifth-grade classroom's reading and writing activities./
作者:	Curwen, Margaret Sauceda.
面頁冊數:	318 p.
附註:	Adviser: Ron A. Astor.
Contained By:	Dissertation Abstracts International69-01A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3291893
ISBN:	9780549391333

The nature of middle-class Latino/a students' cultural capital in a fifth-grade classroom's reading and writing activities.
Curwen, Margaret Sauceda.

The nature of middle-class Latino/a students' cultural capital in a fifth-grade classroom's reading and writing activities. - 318 p.

Adviser: Ron A. Astor.

Thesis (Ph.D.)--University of Southern California, 2007.

The overarching purpose of this qualitative study was to understand the specific dynamics of how upwardly aspiring Latino/a students, in a well-functioning elementary school setting, incorporated their cultural resources, background knowledge, language, and lived experiences during their literacy engagement. By the year 2050, it is estimated that one-in-four school age children will be of Latino/a descent. This study adds to the literature regarding the educational adaptation of children of intergenerational immigrant status.

ISBN: 9780549391333Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The nature of middle-class Latino/a students' cultural capital in a fifth-grade classroom's reading and writing activities.
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020 $a 9780549391333
035 $a (UMI)AAI3291893
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100 1 $a Curwen, Margaret Sauceda. $3 1278775
245 1 4 $a The nature of middle-class Latino/a students' cultural capital in a fifth-grade classroom's reading and writing activities.
300 $a 318 p.
500 $a Adviser: Ron A. Astor.
500 $a Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0098.
502 $a Thesis (Ph.D.)--University of Southern California, 2007.
520 $a The overarching purpose of this qualitative study was to understand the specific dynamics of how upwardly aspiring Latino/a students, in a well-functioning elementary school setting, incorporated their cultural resources, background knowledge, language, and lived experiences during their literacy engagement. By the year 2050, it is estimated that one-in-four school age children will be of Latino/a descent. This study adds to the literature regarding the educational adaptation of children of intergenerational immigrant status.
520 $a The main research question was: What is the nature of middle-class Latino students' cultural capital in their fifth-grade classroom's reading and writing practices? The four sub-questions were: (a) What are the characteristics and structure of the reading and writing activities in this classroom? How do they foster integration of middle-class Latino/a participants' background and cultural experiences?; (b) What was the nature of children's participation in the classroom?; (c) How are upwardly aspiring students' different forms of cultural capital valued in the classroom?; and (d) How is the classroom community shaped by the teacher's epistemological stance, philosophy regarding individual learning, and perspectives of middle-class children's cultural knowledge?
520 $a The study's findings were analyzed within the following frameworks: a sociocultural theory of learning and Bourdieu's perspective of cultural capital. In addition, contemporary conceptions of culture were included. In light of the complexities of students' responses, two additional relevant theories were incorporated. Because students' intergenerational immigrant status was one aspect of their historical dimension, immigrant theory---specifically ethnic diasporas' adoption of the American creed---interpreted their educational and social adaptation strategies. Critical Race Theory provided a framework for interpreting the students' developing notions of ethnic and racial discrimination.
520 $a A case study design was used over a nine-week period with ethnographic methods to capture data. These included: 162 hours of classroom participant observation; fieldnotes; interviews with students, teacher, and school staff; student writing artifacts and school documents; and daily researcher reflexivity. Inductive analysis was used to capture the nuances and complexity of students' responses and teacher beliefs. Activity theory was used to analyze the classroom setting and identify the characteristics and practices of literacy activities as well as student participation. A constant comparative method was used to categorize themes and patterns in the data. Data sources were triangulated to check the integrity of researcher inferences.
520 $a There were five key findings. First, a mismatch arose over the teacher's attempts to incorporate students' lived experiences and the students' resistance towards inclusion of their Latino culture. Explanatory elements were that students had embraced the American creed, were secure in the homogeneity of their context, were uninspired by uni-dimensional cultural portrayals, were pulled by the upward mobility of their families, and were motivated to speak English because it was perceived as a high status language. A second finding was that students, at times, exercised their agency by including selective aspects of their background knowledge. This typically occurred during informal classroom contexts. A third finding was a mismatch between the teacher's attempt to forefront social issues, particularly ethnic and racial discrimination, and students' disinclination to publicly include personal experiences. Many students perceived discrimination as historical and they distanced themselves from its salience in their current lives. The fourth finding was students' use of popular culture to achieve academic, social, and personal goals within the classroom. Images from the media played a role in shaping students' perceptions of race and ethnic discrimination. The fifth finding was how the classroom's literacy practices were shaped by the current sociopolitical dimensions of accountability enacted by the educational reforms of the 2001 No Child Left Behind legislation. The teacher's pedagogical creativity was constrained, and the use of whole class instruction---limiting students' participation---was shaped by the school's curricular pacing. Overall findings address middle-class intergenerational children of Mexican heritage negotiating with the ongoing process of their lives as transnational citizens. Implications for theory, research, and practice address the future education of an increasingly diverse student population.
590 $a School code: 0208.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Reading. $3 1017790
650 4 $a Hispanic American Studies. $3 1017793
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690 $a 0524
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710 2 $a University of Southern California. $b Education/( Curriculum and Instruction ): Doctor of Philosophy. $3 1269822
773 0 $t Dissertation Abstracts International $g 69-01A.
790 $a 0208
790 1 0 $a Astor, Ron A., $e advisor
790 1 0 $a Hoskins, Janet $e committee member
790 1 0 $a Rueda, Robert $e committee member
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3291893