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8
stating that the parents place a great importance to education. Korean immigrants
have stressed that their children succeed in school not only to have a better future
for themselves, but to also make their family name look good to others.
With the 1.5 generation Korean Americans success in their academic and
business ventures, the question of how their children are fairing arises. Do these
parents, the children of their first generation parents, follow the same patterns in
stressing education above all else? Do they employ certain literacy practices in
their homes? In order to examine whether the children of these 1.5 generation
parents benefit from various literacy practices, it is important to gather more
information about this ethnic subgroup as well as examine the actual practices
found in the homes of the 1.5 generation Korean Americans.
Purpose of the Study
The purpose of this study is to examine the literacy practices found in
families of 1.5 generation Korean American parents. Specifically, this study
examines the literacy practices of three to five year old children and the various
approaches utilized by their parents. Emergent literacy strategies on preschool
children have been well examined in the past but the subjects were mainly middle
class White children. Little data is found on Asian children, specifically Korean
American children. This study attempts to close this information gap and provide
essential data on this minority group.
The data gathered in this study presents many applicable uses. With the
growing diversity in our school systems, educators can be better informed about the
Object Description
| Title | Literacy practices of 1.5 generation Korean American parents with three to five year old children |
| Author | Cho, Maristela |
| Author email | starrymary@gmail.com; maristem@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Curriculum & Instruction) |
| School | Rossier School of Education |
| Date defended/completed | 2008-08-12 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-13 |
| Advisor (committee chair) | Jun, Alexander |
| Advisor (committee member) |
Mora-Flores, Eugenia Rose, Susan |
| Abstract | The focus of this study was to examine the literacy practices found in the homes of families with 1.5 generation Korean American parents with three to five year old children. A close examination at the parent's own history as a 1.5 generation Korean American and their experiences in literacy and the duality of their culture provided a base on the literacy practices in the home. The literacy events and the print environment of the home also provided an insight into the family's literacy practices. The subjects in this study included three Korean American families residing in and around Los Angeles. Data were collected during the spring of 2007 and a follow-up session occurred one year afterwards during the spring of 2008. The first set of data was collected during an eight to ten week period where the investigator met with the families in their homes for approximately two to three hours. Two follow-up sessions occurred for two hours at the homes of the families. The research used a case study methodology to collect the data using interviews, observations, and document analysis. Five findings were obtained from this study. First, the 1.5 generation Korean Americans all experienced literacy and communication struggles growing up as an immigrant. Second, the parents experienced difficulties growing up with a dual culture and as a latchkey child. Third, the 1.5 generation Korean Americans all expressed how the lack of cultural capital by their parents left them without the tools necessary to navigate through the school system and the American culture. Fourth, literacy events were often found in the homes of the 1.5 generation Korean Americans suggesting that the parents are aware of the importance of literacy at an early age. Lastly, the HOME Inventory found that all the families made a point to provide abundant stimulation and support to support their child in her literacy and personal development.; Implications are discussed to caution the use of the data for all 1.5 generation Korean Americans. Recommendations for future research include a further examination on the effects of growing up as a latchkey child, the effects of navigating through a new culture and school without cultural capital, the second generation's acquisition of the Korean language, further research on three to five year old boys, and examining the 1.5 generation Korean Americans residing in such places like New York, Chicago, Brazil, and Argentina to see if immigration and literacy practices are different by geographic location. |
| Keyword | literacy; emergent literacy; family literacy; Korean Americans; 1.5 generation Korean Americans |
| Geographic subject (city or populated place) | Los Angeles |
| Coverage date | 2007/2008 |
| 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-m1665 |
| Contributing entity | University of Southern California |
| Rights | Cho, Maristela |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Cho-2389 |
| Archival file | uscthesesreloadpub_Volume29/etd-Cho-2389.pdf |
Description
| Title | Page 19 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 8 stating that the parents place a great importance to education. Korean immigrants have stressed that their children succeed in school not only to have a better future for themselves, but to also make their family name look good to others. With the 1.5 generation Korean Americans success in their academic and business ventures, the question of how their children are fairing arises. Do these parents, the children of their first generation parents, follow the same patterns in stressing education above all else? Do they employ certain literacy practices in their homes? In order to examine whether the children of these 1.5 generation parents benefit from various literacy practices, it is important to gather more information about this ethnic subgroup as well as examine the actual practices found in the homes of the 1.5 generation Korean Americans. Purpose of the Study The purpose of this study is to examine the literacy practices found in families of 1.5 generation Korean American parents. Specifically, this study examines the literacy practices of three to five year old children and the various approaches utilized by their parents. Emergent literacy strategies on preschool children have been well examined in the past but the subjects were mainly middle class White children. Little data is found on Asian children, specifically Korean American children. This study attempts to close this information gap and provide essential data on this minority group. The data gathered in this study presents many applicable uses. With the growing diversity in our school systems, educators can be better informed about the |
