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130
Implications
This study focused on the literacy practices of three to five year old children
in families of 1.5 generation Korean American parents. To examine this subject,
the background experiences of the 1.5 generation parents and the literacy events
were explored. Most of the parents in this study shared similar experiences to
many other 1.5 generation Korean Americans in regards to the dual language and
culture they have struggled with growing up. However, this generalization cannot
be applied to all 1.5 generation Korean Americans. The current data on the unique
characteristics of the 1.5 generation is limited. A next step would be to explore a
larger sample of 1.5 generation Korean Americans and gather the much needed
data on this unique group of immigrants.
This study also found that the literacy practices found in the three families
were as a result of the parent’s own limited support in their acquisition of the
English language. While this study implies that the parent’s experiences as a 1.5
generation Korean American correlates to how they promote literacy growth in
their children, this cannot be applied globally to all families of 1.5 generation
Korean American parents. Further research must be conducted on this limited field
of study.
Policy Recommendations
The following recommendations were based on the findings and
conclusions of this study:
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 141 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 130 Implications This study focused on the literacy practices of three to five year old children in families of 1.5 generation Korean American parents. To examine this subject, the background experiences of the 1.5 generation parents and the literacy events were explored. Most of the parents in this study shared similar experiences to many other 1.5 generation Korean Americans in regards to the dual language and culture they have struggled with growing up. However, this generalization cannot be applied to all 1.5 generation Korean Americans. The current data on the unique characteristics of the 1.5 generation is limited. A next step would be to explore a larger sample of 1.5 generation Korean Americans and gather the much needed data on this unique group of immigrants. This study also found that the literacy practices found in the three families were as a result of the parent’s own limited support in their acquisition of the English language. While this study implies that the parent’s experiences as a 1.5 generation Korean American correlates to how they promote literacy growth in their children, this cannot be applied globally to all families of 1.5 generation Korean American parents. Further research must be conducted on this limited field of study. Policy Recommendations The following recommendations were based on the findings and conclusions of this study: |
