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105
Han experienced slight racial discrimination about the way he looked but he
brushed that off, attributing to the fact that all kids had different quirks about them.
“In high school, there’s always something. He has long hair, or he’s a ‘sport’ guy,
or he’s the heavy metal dude. I was the Asian guy.”
Experiences as a 1.5 Generation Korean American
Jane had a difficult time growing up, especially in high school when she
had assimilated to the American culture. Jane remembered how it seemed that her
mother did not understand her at all: “She didn’t understand anything about why I
did things, like makeup, or things like that, she would flip out. I wasn’t allowed to
go to school dances at all. I was very sheltered at home.” In high school, Jane
rebelled by fighting with her mom or changing the way she looked after her mom
went to work.
Jane also recounted how it was hard with her mother’s lack of information
and experience about the American culture. “It was difficult because my mom was
mostly working and didn’t really know how to support us in our schools. She
didn’t know how the U.S. school system worked, how the kids in U.S. were like.”
Jane had to figure out how to navigate through the school system by herself and she
remembered it being very confusing at times.
Growing up, Jane was a latchkey child and was forced to take care of her
two younger brothers while their mother worked long hours. The three children
were left alone so often that when Jane’s mother had to go to Korea for a month,
Jane and her brothers managed to take care of themselves.
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 116 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 105 Han experienced slight racial discrimination about the way he looked but he brushed that off, attributing to the fact that all kids had different quirks about them. “In high school, there’s always something. He has long hair, or he’s a ‘sport’ guy, or he’s the heavy metal dude. I was the Asian guy.” Experiences as a 1.5 Generation Korean American Jane had a difficult time growing up, especially in high school when she had assimilated to the American culture. Jane remembered how it seemed that her mother did not understand her at all: “She didn’t understand anything about why I did things, like makeup, or things like that, she would flip out. I wasn’t allowed to go to school dances at all. I was very sheltered at home.” In high school, Jane rebelled by fighting with her mom or changing the way she looked after her mom went to work. Jane also recounted how it was hard with her mother’s lack of information and experience about the American culture. “It was difficult because my mom was mostly working and didn’t really know how to support us in our schools. She didn’t know how the U.S. school system worked, how the kids in U.S. were like.” Jane had to figure out how to navigate through the school system by herself and she remembered it being very confusing at times. Growing up, Jane was a latchkey child and was forced to take care of her two younger brothers while their mother worked long hours. The three children were left alone so often that when Jane’s mother had to go to Korea for a month, Jane and her brothers managed to take care of themselves. |
