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DECONSTRUCTING PERSISTENCE IN ACADEMIC LANGUAGE AMONG SECOND-GENERATION LATINOS:
HOW DO SECOND-GENERATION LATINO LANGUAGE MINORITY COMMUNITY COLLEGE STUDENTS ALTER THEIR ACADEMIC TRAJECTORIES?
by
Silvia De La Riva
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Silvia De La Riva
Object Description
| Title | Deconstructing persistence in academic language among second-generation Latino language minority students: how do second-generation Latino language minority community college students alter their academic trajectories? |
| Author | De La Riva, Silvia |
| Author email | sdelariv@usc.edu;rivazen@sbcglobal.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-04-04 |
| Date submitted | 2012-06-23 |
| Date approved | 2012-06-25 |
| Restricted until | 2012-06-25 |
| Date published | 2012-06-25 |
| Advisor (committee chair) | Baca, Reynaldo |
| Advisor (committee member) |
Green, Alan Fischer, Linda Mora-Flores, Eugenia |
| Abstract | This study examined persistence toward transfer among second-generation Latino language minority students, an understudied and unique minority subgroup, who represent a growing population in our nation’s schools. Using qualitative methodology, the investigator explored the academic trajectories of students who began their education in quick exit or English immersion programs in the k–12 setting and placed into precollegiate English coursework at the community college. Language theory, Ogbu’s (1987) cultural-ecological framework and social capital theory were used to examine individual, group, and institutional factors that shape academic language development. The students who participated in the study were currently enrolled or had completed English 100 at the community college and had indicated a desire to transfer to a four-year university. All participants were second-generation Latinos, raised in Spanish-speaking homes, and instructed predominantly in English in the k–12 setting. The four overlapping findings that emerged from the data support the work of educational scholars cited in this study. A strong sense of individualism, stability rather than change, the belief that early English fluency leads to academic attainment, and a bicultural orientation supported the participants’ persistence towards transfer. Implications for practice evince the value of institutional support and the impact of real-life experiences on a student’s academic orientations. Recommendations for future research involve looking beyond group homogeneity, developing a uniform definition of academic language, and further examining the critical transition between secondary and postsecondary education. |
| Keyword | linguistic diversity; second-generation Latino language minority students; academic language; educational variability; social capital; transfer readiness |
| 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-m |
| Rights | De La Riva, Silvia |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-DeLaRivaSi-903.pdf |
Description
| Title | Page 1 |
| Full text | DECONSTRUCTING PERSISTENCE IN ACADEMIC LANGUAGE AMONG SECOND-GENERATION LATINOS: HOW DO SECOND-GENERATION LATINO LANGUAGE MINORITY COMMUNITY COLLEGE STUDENTS ALTER THEIR ACADEMIC TRAJECTORIES? by Silvia De La Riva A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Silvia De La Riva |
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