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89
Once Jennifer went to college, however, she mainly associated with other Koreans
through the Korean Campus Christian Fellowship. Today, most of Jennifer’s
friends are Korean Americans.
Jin also remembered having difficulty adjusting to his new American
school. He recounted how the other kids teased him often in the beginning:
I never got an American name and I remember being made fun of because
of my name. I definitely remember kids making fun of my name, and even
then I didn’t really understand, but I figured it out later. What can you do?
Jin also remembered one of his first experiences at school:
When I first came [to the new school], I was in 4th grade and I already knew
multiplication when [the teacher] was just teaching it. So my teacher gave
me different homework to do in math, but not in English. The funny thing
about learning multiplication is that in Korea, you just memorize it. So
today, when I have to multiply, I just do it in my head in Korean, and
translate it back to English. One time there was like a spelling bee type test,
where the teacher would shout out multiplication questions and you would
have to shout the answer back. All the kids thought I would do well, but it
was so slow because I had to do the whole translating thing! So it took a lot
longer than if I was writing it. I would have been much faster if I was
writing. All the kids thought we would win for sure, but we lost. To this
day, all multiplication has to be done in Korean.
Experiences as a 1.5 Generation Korean American
Jin and Jennifer both shared a similar experience growing up as latchkey
children. Their parents did not have a choice and had to worked long hours,
leaving their children at home by themselves. Jennifer recalled how being a
latchkey child was very difficult:
I remember not wanting to go to school and faking headaches. Because my
brothers were older, they were in junior high school together, rode the bus
together, and did stuff together. I rode the elementary school bus by myself
and was in charge of locking the door and stuff like that. I would see my
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 100 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 89 Once Jennifer went to college, however, she mainly associated with other Koreans through the Korean Campus Christian Fellowship. Today, most of Jennifer’s friends are Korean Americans. Jin also remembered having difficulty adjusting to his new American school. He recounted how the other kids teased him often in the beginning: I never got an American name and I remember being made fun of because of my name. I definitely remember kids making fun of my name, and even then I didn’t really understand, but I figured it out later. What can you do? Jin also remembered one of his first experiences at school: When I first came [to the new school], I was in 4th grade and I already knew multiplication when [the teacher] was just teaching it. So my teacher gave me different homework to do in math, but not in English. The funny thing about learning multiplication is that in Korea, you just memorize it. So today, when I have to multiply, I just do it in my head in Korean, and translate it back to English. One time there was like a spelling bee type test, where the teacher would shout out multiplication questions and you would have to shout the answer back. All the kids thought I would do well, but it was so slow because I had to do the whole translating thing! So it took a lot longer than if I was writing it. I would have been much faster if I was writing. All the kids thought we would win for sure, but we lost. To this day, all multiplication has to be done in Korean. Experiences as a 1.5 Generation Korean American Jin and Jennifer both shared a similar experience growing up as latchkey children. Their parents did not have a choice and had to worked long hours, leaving their children at home by themselves. Jennifer recalled how being a latchkey child was very difficult: I remember not wanting to go to school and faking headaches. Because my brothers were older, they were in junior high school together, rode the bus together, and did stuff together. I rode the elementary school bus by myself and was in charge of locking the door and stuff like that. I would see my |
