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116
CHAPTER FIVE
Discussion
Introduction
The focus of this study was to examine the literacy practices found in
families of 1.5 generation Korean American parents. To examine the four specific
sub-questions of this study (the nature of parental childhood experiences in literacy;
the dual culture led by the 1.5 generation Korean Americans; literacy events
between the preschoolers and individual family members; and literacy materials
found in the homes), each family was examined in the following sections:
memories of the past; experiences as a 1.5 generation Korean American; literacy
experiences; literacy events; print documents; and HOME Inventory. The literacy
experiences and the dual culture of the 1.5 generation Korean Americans were
examined through individual interviews with the parents. Literacy events between
the three to five year old child and her family members were studied through
observations taken within a period of one year. The print environment of the home
was examined through various home visits and the HOME Inventory.
Home visits for each family were conducted during the Spring of 2007 and
follow up visits took place a year later during the Spring of 2008. I visited the Park
family nine times during the spring of 2007 and two follow up visits were
conducted during the spring of 2008. The Kim family had ten visits during the
spring of 2007 and two follow up visits a year later. The Lee family was visited
eight times in the spring of 2007 with two follow up visits during the spring of
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 127 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 116 CHAPTER FIVE Discussion Introduction The focus of this study was to examine the literacy practices found in families of 1.5 generation Korean American parents. To examine the four specific sub-questions of this study (the nature of parental childhood experiences in literacy; the dual culture led by the 1.5 generation Korean Americans; literacy events between the preschoolers and individual family members; and literacy materials found in the homes), each family was examined in the following sections: memories of the past; experiences as a 1.5 generation Korean American; literacy experiences; literacy events; print documents; and HOME Inventory. The literacy experiences and the dual culture of the 1.5 generation Korean Americans were examined through individual interviews with the parents. Literacy events between the three to five year old child and her family members were studied through observations taken within a period of one year. The print environment of the home was examined through various home visits and the HOME Inventory. Home visits for each family were conducted during the Spring of 2007 and follow up visits took place a year later during the Spring of 2008. I visited the Park family nine times during the spring of 2007 and two follow up visits were conducted during the spring of 2008. The Kim family had ten visits during the spring of 2007 and two follow up visits a year later. The Lee family was visited eight times in the spring of 2007 with two follow up visits during the spring of |
