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Lot Bo Dlo: Across waters. Haitian ...

Desir, Charlene.

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Lot Bo Dlo: Across waters. Haitian students search for identity in United States schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Lot Bo Dlo: Across waters. Haitian students search for identity in United States schools./
作者:	Desir, Charlene.
面頁冊數:	192 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2050.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221590
ISBN:	9780542743474

Lot Bo Dlo: Across waters. Haitian students search for identity in United States schools.
Desir, Charlene.

Lot Bo Dlo: Across waters. Haitian students search for identity in United States schools. - 192 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2050.

Thesis (Ed.D.)--Harvard University, 2006.

Immigrant children make up the fastest growing sector of the U.S. child population (Landale & Oropesa, 1995). Roughly 1 child in 5 in the U.S. today lives in an immigrant-headed household according to 2000 Census Data and the National Center for Education Statistics. The vast majority of these new immigrants to the U.S. are non-English-speaking people of color coming from the AfroCaribbean basin, Asia, and Latin America (Suarez-Orozco, 2001). This gap in research on AfroCaribbean immigrants is particularly dramatic since increasing numbers of people are coming to the U.S. from that region. In particular, Haitians are a significant and growing member of the AfroCaribbean immigrant student population in Florida, New York, and Massachusetts. And yet, little research has been conducted on Haitian immigrant children; of that, the majority focuses on the complexity of identity formation. Within this literature, researchers have examined Haitian students' racial and ethnic identification as the major struggles they must overcome in the U.S (Stepick, 1998; Zephir, 2001; Stafford, 1987; Woldemikael, 1989; Laguerre, 1998; Glick-Shiller & Fouron, 2001).

ISBN: 9780542743474Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Lot Bo Dlo: Across waters. Haitian students search for identity in United States schools.
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500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2050.
500 $a Adviser: Wendy Luttrell.
502 $a Thesis (Ed.D.)--Harvard University, 2006.
520 $a Immigrant children make up the fastest growing sector of the U.S. child population (Landale & Oropesa, 1995). Roughly 1 child in 5 in the U.S. today lives in an immigrant-headed household according to 2000 Census Data and the National Center for Education Statistics. The vast majority of these new immigrants to the U.S. are non-English-speaking people of color coming from the AfroCaribbean basin, Asia, and Latin America (Suarez-Orozco, 2001). This gap in research on AfroCaribbean immigrants is particularly dramatic since increasing numbers of people are coming to the U.S. from that region. In particular, Haitians are a significant and growing member of the AfroCaribbean immigrant student population in Florida, New York, and Massachusetts. And yet, little research has been conducted on Haitian immigrant children; of that, the majority focuses on the complexity of identity formation. Within this literature, researchers have examined Haitian students' racial and ethnic identification as the major struggles they must overcome in the U.S (Stepick, 1998; Zephir, 2001; Stafford, 1987; Woldemikael, 1989; Laguerre, 1998; Glick-Shiller & Fouron, 2001).
520 $a When Haitian students initially enter the school system, not only must they adapt to a new academic structure, but they must simultaneously, and with limited social and cultural support, adapt to U.S. social categories of race (being black) and ethnicity (being a Haitian immigrant) that did not exist in their country of origin. My dissertation examines how Haitian immigrant students coming from a relatively privileged social context in Haiti construct their identities in relation to new social categories (i.e. race, ethnicity, immigrant status), especially those manifested in U.S. schools.
520 $a Drawing on longitudinal data from the Longitudinal Immigrant Student Adaptation Study, (LISA) co-directed by Drs. Marcelo and Carola Suarez-Orozco, I analyzed data gained through structured and open-ended interviews and observations of Haitian students; institutional ethnography was my methodology (Campbell & Gregor, 2004; Eastwood, 2005; Smith 2005).
520 $a Recent Haitian immigrant children are migrating with a complex background and arrive in U.S. schools with needs that may be overlooked because US educators lack an understanding of their social lives before migration and subsequent U.S. socialization based on race and ethnicity. My dissertation was the first empirical longitudinal study of Haitian students in Massachusetts. I examined how six Haitian immigrant students navigated school by doing "identity work." With limited support in school, these students negotiated race and ethnicity as an everyday aspect of their adaptation to the U.S. schools. With limited support in school, they had to negotiate invisible school practices that create a culture of secrecy whose ultimate goal is to reproduce power and social inequities. I hope this study will contribute to the literature on recent immigrant students' social adaptation as it is influenced in the school context and continues to influence their lives as they construct their new identity in the U.S.
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