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90
parents and siblings waving goodbye and I was all by myself. It was hard.
I felt like they were all leaving me and I was in charge of the house. If I
heard a siren once during the day, that would be IT because I would think
my house was burning down.
Jennifer’s parents were also not very involved in her schooling. They viewed
education to be extremely important but Jennifer’s parents had to work long hours.
However, Jennifer remembered how her parents showed up to one of her school
production skits:
I remember being involved with a lot of activities. I think I was really
active as a student. I remember doing school production skits. I was in
choir. I was in dance. We had a performance, and you know that a lot of
Asian parents can’t make it. I remember calling my dad that morning and
telling him I had a performance and it was very nice to see my parents out
there. At the last minute they came out of work and came to watch me. My
parents didn’t go to a lot of the school functions. I just remember that one
specific dance/choir show. I was really excited about that.
Jin’s father also worked long hours and was unable to be involved in his son’s
schooling. However, Jin remembered how his friends, who were also 1.5
generation Korean Americans, gave him the support that Jin needed.
A lot of [my friends] were in the same situation I was in, so there was that
underlying common thing going on. You know our parents couldn’t speak
English. We were pretty much the same. There was a lot of support there.
Literacy Memories
When Jennifer immigrated to the United States, her parents stressed that
they came so that their children would have a good education. Jennifer said how
“learning English was very important” for my parents but “it was funny because
my mom also stressed that we learn Korean. My mom can’t really speak English
well so she stressed that we remember Korean. I think it was for her so she can
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 101 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 90 parents and siblings waving goodbye and I was all by myself. It was hard. I felt like they were all leaving me and I was in charge of the house. If I heard a siren once during the day, that would be IT because I would think my house was burning down. Jennifer’s parents were also not very involved in her schooling. They viewed education to be extremely important but Jennifer’s parents had to work long hours. However, Jennifer remembered how her parents showed up to one of her school production skits: I remember being involved with a lot of activities. I think I was really active as a student. I remember doing school production skits. I was in choir. I was in dance. We had a performance, and you know that a lot of Asian parents can’t make it. I remember calling my dad that morning and telling him I had a performance and it was very nice to see my parents out there. At the last minute they came out of work and came to watch me. My parents didn’t go to a lot of the school functions. I just remember that one specific dance/choir show. I was really excited about that. Jin’s father also worked long hours and was unable to be involved in his son’s schooling. However, Jin remembered how his friends, who were also 1.5 generation Korean Americans, gave him the support that Jin needed. A lot of [my friends] were in the same situation I was in, so there was that underlying common thing going on. You know our parents couldn’t speak English. We were pretty much the same. There was a lot of support there. Literacy Memories When Jennifer immigrated to the United States, her parents stressed that they came so that their children would have a good education. Jennifer said how “learning English was very important” for my parents but “it was funny because my mom also stressed that we learn Korean. My mom can’t really speak English well so she stressed that we remember Korean. I think it was for her so she can |
