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87
Jennifer’s father worked for an American company in Korea which
eventually led him to transfer to a U.S. office. He immigrated first and the rest of
his family came afterwards. Jennifer immigrated when she was five years old and
had a difficult time adjusting to her new life in the United States. Getting a good
education was one of the top priorities for Jennifer’s parents so she maintained
good grades and also went to the California State University, Northridge. It was
there that she met Jin at a Korean Campus Christian Fellowship. Jennifer studied
to become a teacher and obtained her teacher credentials after graduating college.
She is currently a first grade teacher in the Gardena Public School system.
At the beginning of the study, Linda was fours years old and Brian had not
been born yet. Linda had been attending a preschool in Jennifer’s school for over a
year. The preschool was a Korean/English speaking class with emphasis in
learning both cultures.
Memories of the Past
When Jennifer immigrated at the age of five, she was immersed in an
English classroom. The first few years in America were a blur for her:
My childhood is very vague to me. I can’t remember a whole lot of what
happened. Now that I look at Linda at that age, kids learn so well and learn
so quickly, I think I just [adjusted to the American culture].
When she started school, Jennifer remembered how all her peers would eat
“American food” at home. Jennifer recounted how she wanted to be the same:
I remember going through a phase of not liking Korean food, of just eating
the same thing every night. I wanted to eat hamburgers and pizza and
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 98 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 87 Jennifer’s father worked for an American company in Korea which eventually led him to transfer to a U.S. office. He immigrated first and the rest of his family came afterwards. Jennifer immigrated when she was five years old and had a difficult time adjusting to her new life in the United States. Getting a good education was one of the top priorities for Jennifer’s parents so she maintained good grades and also went to the California State University, Northridge. It was there that she met Jin at a Korean Campus Christian Fellowship. Jennifer studied to become a teacher and obtained her teacher credentials after graduating college. She is currently a first grade teacher in the Gardena Public School system. At the beginning of the study, Linda was fours years old and Brian had not been born yet. Linda had been attending a preschool in Jennifer’s school for over a year. The preschool was a Korean/English speaking class with emphasis in learning both cultures. Memories of the Past When Jennifer immigrated at the age of five, she was immersed in an English classroom. The first few years in America were a blur for her: My childhood is very vague to me. I can’t remember a whole lot of what happened. Now that I look at Linda at that age, kids learn so well and learn so quickly, I think I just [adjusted to the American culture]. When she started school, Jennifer remembered how all her peers would eat “American food” at home. Jennifer recounted how she wanted to be the same: I remember going through a phase of not liking Korean food, of just eating the same thing every night. I wanted to eat hamburgers and pizza and |
