Page 1 |
Save page Remove page | Previous | 1 of 349 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
A COMPARATIVE STUDY OF AVERAGE AND HIGH-ACHIEVING
HIGH SCHOOL IMMIGRANT AND NON-IMMIGRANT STUDENTS
OF MEXICAN HERITAGE
by
Luis Rodriguez Cazares
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2009
Copyright 2009 Luis Rodriguez Cazares
Object Description
| Title | A comparative study of average and high-achieving high school immigrant and non-immigrant students of Mexican heritage |
| Author | Rodriguez-Cazares, Luis |
| Author email | luisrodr@usc.edu; luis.x.rodriguez@lausd.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-06-29 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-07-27 |
| Advisor (committee chair) | Baca, Reynaldo |
| Advisor (committee member) |
Castruita, Rudy M. Genzuk, Michael |
| Abstract | I searched for markers of academic engagement and success of average and high-achieving high school Mexican-heritage immigrant and non-immigrant students at El Portal Heights High School (EPHHS) through ethnographic interviews. The literature is replete with case studies on the underachievement and lack of engagement of Latinos. There is also little information about Latinos who are successful in completing high school and are college bound. This research was intended to have transferability to other contextually similar educational settings and students.; I found participants might not have disengaged from schooling to avoid being perceived as “acting white” nor exhibited an oppositional cultural identity to cope with this burden (Fordham and Obgu, 1986). They developed a positive orientation to schooling and a culture of learning. Participants might not have avoided succeeding in school believing they were unable to compete with peers from other groups. Significant findings point to students being burdened with constant incidences of explicitly demonstrated, implied discrimination and low expectations by the public at large in what emerged as the Burden of Being Mexicano [Mexican]. They coped by overachieving. Students identified other peers (low–achieving?) displaying a lack of caring for schooling and not doing well academically. Participants might not have experienced schooling in U.S. schools as a subtractive process that devalued their social and cultural capital. Contrarily, they might have augmented and strengthened their social and cultural capital (family support), which mediated their school success and helped pull “them” through. Participants also experienced a supportive staff and schooling environment, which facilitated their success.; Research implications allude to critical salient points. How might I, as a stakeholder, researcher and policymaker work to: extend this research to other groups; promote academic engagement and success of all students; empower students to engage in schooling; promote a positive orientation to schooling and a culture of learning in parallel to their ethnic cultures; recognize the burden of being Mexicano and help “pull similar but underperforming students through;” dispel the negative connotations ascribed to Mexican-heritage; expand social capital and networks; and sustain a supportive learning environment, which transforms the high school experience into an additive schooling process? |
| Keyword | immigrant; non-immigrant; average and high-achieving students; voluntary and involuntary minorities; acting white; burden of acting white; cultural ecological theory; negative stereotype threat; subtractive schooling; social capital; institutional agents; burden of being Mexican; coping with the burden of being Mexican; culture of learning in parallel to their ethnic culture or minority group affiliation; positive orientation to schooling; disengagement and lack of caring; supportive schooling environment; additive schooling; the dream act |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2392 |
| Rights | Rodriguez-Cazares, Luis |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Cazares-3160 |
| Archival file | uscthesesreloadpub_Volume40/etd-Cazares-3160.pdf |
Description
| Title | Page 1 |
| Full text | A COMPARATIVE STUDY OF AVERAGE AND HIGH-ACHIEVING HIGH SCHOOL IMMIGRANT AND NON-IMMIGRANT STUDENTS OF MEXICAN HERITAGE by Luis Rodriguez Cazares A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2009 Copyright 2009 Luis Rodriguez Cazares |
Comments
Post a Comment for Page 1
