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75
Another difficulty Sarah faced growing up was how she was a latchkey
child. She recounted how this experience formed the way she viewed people and
how she wanted a different life for her daughters:
I think having to have that responsibility of getting myself home and just
taking care of myself as a child made me probably mature at an earlier age.
[It made me become] more sympathetic to working class people and just
people in general. [I] understand now how difficult it is to make a living,
raise children, etc. As a parent, I didn’t want to put that much responsibility
on my children. I want them to be nurtured and have me around for their
childhood.
The fact that Sarah pointed out how being a latchkey child was one of the most
difficult attributes of her childhood was interesting since most research on 1.5
generation Korean Americans speaks so little about it. When examining 1.5
generation Korean Americans, researchers such as Danico (2004), Park (1999), and
Hurh (1990) mostly speak to difficulties with biculturalism and bilingualism,
prejudice, racial and ethnic issues, and the search for an identity. The immigration
stress attributed to being a latchkey child is not mentioned in the research. As a
latchkey child myself, I understand the stress that Sarah had to deal with growing
up and the desire of trying not to allow a similar experience to be repeated with our
children.
Literacy Memories
Dan and Sarah both remembered being able to speak Korean fluently at
home before starting formal schooling. When Dan began to learn English at
school, he did not remember any specific difficulties. He attributed this easy
transition to his father: “[my parents spoke Korean] to each other, but mainly
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 86 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 75 Another difficulty Sarah faced growing up was how she was a latchkey child. She recounted how this experience formed the way she viewed people and how she wanted a different life for her daughters: I think having to have that responsibility of getting myself home and just taking care of myself as a child made me probably mature at an earlier age. [It made me become] more sympathetic to working class people and just people in general. [I] understand now how difficult it is to make a living, raise children, etc. As a parent, I didn’t want to put that much responsibility on my children. I want them to be nurtured and have me around for their childhood. The fact that Sarah pointed out how being a latchkey child was one of the most difficult attributes of her childhood was interesting since most research on 1.5 generation Korean Americans speaks so little about it. When examining 1.5 generation Korean Americans, researchers such as Danico (2004), Park (1999), and Hurh (1990) mostly speak to difficulties with biculturalism and bilingualism, prejudice, racial and ethnic issues, and the search for an identity. The immigration stress attributed to being a latchkey child is not mentioned in the research. As a latchkey child myself, I understand the stress that Sarah had to deal with growing up and the desire of trying not to allow a similar experience to be repeated with our children. Literacy Memories Dan and Sarah both remembered being able to speak Korean fluently at home before starting formal schooling. When Dan began to learn English at school, he did not remember any specific difficulties. He attributed this easy transition to his father: “[my parents spoke Korean] to each other, but mainly |
