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The out-of-class language and social...

Chung, Joy Pei-Lin.

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The out-of-class language and social experience of a clique of Chinese immigrant students: An ethnography of a process of social identity formation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The out-of-class language and social experience of a clique of Chinese immigrant students: An ethnography of a process of social identity formation./
作者:	Chung, Joy Pei-Lin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
面頁冊數:	265 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-05, Section: A, page: 1679.
Contained By:	Dissertation Abstracts International53-05A.
標題:	Ethnic studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9228031

The out-of-class language and social experience of a clique of Chinese immigrant students: An ethnography of a process of social identity formation.
Chung, Joy Pei-Lin.

The out-of-class language and social experience of a clique of Chinese immigrant students: An ethnography of a process of social identity formation. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 265 p.

Source: Dissertation Abstracts International, Volume: 53-05, Section: A, page: 1679.

Thesis (Ph.D.)--State University of New York at Buffalo, 1992.

This study investigated a conflict that educators frequently experience with non-English, non-European immigrant students. While schools represent the mainstream society to help these students learn English and American cultural forms for social integration, many students appear to cling tightly to their native language, culture, and ethnic identity.Subjects--Topical Terms:

1556779
Ethnic studies.

The out-of-class language and social experience of a clique of Chinese immigrant students: An ethnography of a process of social identity formation.
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245 1 4 $a The out-of-class language and social experience of a clique of Chinese immigrant students: An ethnography of a process of social identity formation.
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300 $a 265 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-05, Section: A, page: 1679.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 1992.
520 $a This study investigated a conflict that educators frequently experience with non-English, non-European immigrant students. While schools represent the mainstream society to help these students learn English and American cultural forms for social integration, many students appear to cling tightly to their native language, culture, and ethnic identity.
520 $a This study employed ethnographic techniques of participant observation and in-depth interviews to follow a clique of eight Chinese immigrant students in out-of-class contexts in a major northeast state university. Data were collected in a seven-month period to answer two questions: (1) What meanings did participant Chinese immigrant students perceive in their out-of-class language and social experience, and (2) What did their experience mean for the process of social identity formation at its inception?
520 $a Findings of the study showed that participants used the Chinese language throughout their university experience outside of classroom contexts. Findings also supported Ogbu's concept of the role of instrumental motivation in the educational experience of Chinese immigrant students. Parental influence and traditions, and the perception of racism served to make the clique more cohesive.
520 $a The conclusion of the study is that Chinese immigrant students use Chinese language, culture and ways of life to establish and maintain a separate social identity to mediate their enculturation into American university life. The conflict perceived by educators between American and native culture is more aptly understood as an active formation of immigrant social identity entailing both American and Chinese cultures.
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