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60
generation Korean American and the literacy strategies they used to promote
emergent literacy skills in their second generation Korean American children.
Delimitations
The following delimitations were evident in the study:
• The study employed a methodological triangulation (interviews,
observations, and document analysis) to promote validity.
• Subjects were identified using criterion sampling allowing only those
that met the specific requirements to participate: (a) Korean American
families where both parents meet the definition of a 1.5 generation
Korean American; and (b) Korean American families that have at least
child in the three to five year old range.
Background of the Investigator
Growing up as a 1.5 generation Korean American, my background was very
similar to many immigrant children described in Chapter Two. I immigrated to the
United States at the age of seven during the 1980s and started first grade in
Flushing, New York, a community comprised of mainly Korean immigrants. The
first two years of school was very difficult as I was still struggling to grasp the
English language. My parents were unavailable to provide any assistance since
they did not know the English language themselves and they were also working
long hours to provide for the family. This left my older sister, who was just a year
and a half older, and me at home alone as latchkey children.
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 71 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 60 generation Korean American and the literacy strategies they used to promote emergent literacy skills in their second generation Korean American children. Delimitations The following delimitations were evident in the study: • The study employed a methodological triangulation (interviews, observations, and document analysis) to promote validity. • Subjects were identified using criterion sampling allowing only those that met the specific requirements to participate: (a) Korean American families where both parents meet the definition of a 1.5 generation Korean American; and (b) Korean American families that have at least child in the three to five year old range. Background of the Investigator Growing up as a 1.5 generation Korean American, my background was very similar to many immigrant children described in Chapter Two. I immigrated to the United States at the age of seven during the 1980s and started first grade in Flushing, New York, a community comprised of mainly Korean immigrants. The first two years of school was very difficult as I was still struggling to grasp the English language. My parents were unavailable to provide any assistance since they did not know the English language themselves and they were also working long hours to provide for the family. This left my older sister, who was just a year and a half older, and me at home alone as latchkey children. |
