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125
me or did not know how to communicate to my school that I was having difficulty
and needed extra help. So, after a few weeks in the advanced class, I was placed
back in my original regular math class and never had the chance to succeed.
Perhaps if my parents knew how to ask for assistance or if I was more vocal about
the difficulties I was having, I may have received the necessary guidance to “catch-up”
in the class rather than being placed back in my previous regular math class.
This particular experience has formed the view that I would support my children
now that I have the particular knowledge to navigate through the school system.
The background experiences of the 1.5 generation Korean American
parents dictated how the parents support their children in navigating through the
school system. The parents in this study were much more aware of how their
children were faring in school and had the knowledge and cultural capital to ensure
that their children did not feel “lost” as they themselves often did growing up. As a
teacher in Linda’s school, Jennifer Kim stated that she often conversed with
Linda’s teacher on what was being taught in the classroom so that she can better
assist Linda at home. Based on the experiences of the 1.5 generation Korean
American parents, it appears that they have specifically made a point of providing
for their children what was missing in their own childhoods.
Literacy Events
This section focuses on the literacy events found in the Korean American
homes between the three to five year old child and her family members. These
literacy events can encompass a wide variety of activities such as storybook
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 136 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 125 me or did not know how to communicate to my school that I was having difficulty and needed extra help. So, after a few weeks in the advanced class, I was placed back in my original regular math class and never had the chance to succeed. Perhaps if my parents knew how to ask for assistance or if I was more vocal about the difficulties I was having, I may have received the necessary guidance to “catch-up” in the class rather than being placed back in my previous regular math class. This particular experience has formed the view that I would support my children now that I have the particular knowledge to navigate through the school system. The background experiences of the 1.5 generation Korean American parents dictated how the parents support their children in navigating through the school system. The parents in this study were much more aware of how their children were faring in school and had the knowledge and cultural capital to ensure that their children did not feel “lost” as they themselves often did growing up. As a teacher in Linda’s school, Jennifer Kim stated that she often conversed with Linda’s teacher on what was being taught in the classroom so that she can better assist Linda at home. Based on the experiences of the 1.5 generation Korean American parents, it appears that they have specifically made a point of providing for their children what was missing in their own childhoods. Literacy Events This section focuses on the literacy events found in the Korean American homes between the three to five year old child and her family members. These literacy events can encompass a wide variety of activities such as storybook |
