Page 144 |
Save page Remove page | Previous | 144 of 176 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
133
rich data on the three families in this study, the fact remains that there are only
three families. As with any case study with a small sample size, the findings of this
study may not be applicable for all families with 1.5 generation Korean American
parents.
Second, the volunteers for this study all had a girl as the main child studied.
While this provided continuity in the subjects studied, richer data could have been
attained if the children varied in sex. Also, the three girls were similar in age. By
examining children in various ages from three to five, I may have observed
different literacy strategies employed for each age.
Lastly, because of the case study methodology and its need for home visits,
I may have been seen as “intrusive” and may have disturbed the natural
occurrences of the family’s dynamics. The parents and children may not have
acted as they “normally” would have because of my presence. The parent’s may
have also felt that they had to provide a “correct” answer during the interviews and
therefore, a biased response may have been given. Also, since the interviews and
observations were indirect information filtered through my own views, the data
may have been skewed. Because of these limitations, the information obtained in
this study must be interpreted with caution.
Recommendations for Future Research
The following recommendations are suggested 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 144 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 133 rich data on the three families in this study, the fact remains that there are only three families. As with any case study with a small sample size, the findings of this study may not be applicable for all families with 1.5 generation Korean American parents. Second, the volunteers for this study all had a girl as the main child studied. While this provided continuity in the subjects studied, richer data could have been attained if the children varied in sex. Also, the three girls were similar in age. By examining children in various ages from three to five, I may have observed different literacy strategies employed for each age. Lastly, because of the case study methodology and its need for home visits, I may have been seen as “intrusive” and may have disturbed the natural occurrences of the family’s dynamics. The parents and children may not have acted as they “normally” would have because of my presence. The parent’s may have also felt that they had to provide a “correct” answer during the interviews and therefore, a biased response may have been given. Also, since the interviews and observations were indirect information filtered through my own views, the data may have been skewed. Because of these limitations, the information obtained in this study must be interpreted with caution. Recommendations for Future Research The following recommendations are suggested based on the findings and conclusions of this study: |
