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140 Gee, J. P. (2001). A sociocultural perspective on early literacy development. In Neuman, S.B. & Dickinson, D.K. (Eds.), Handbook of early literacy research (pp. 10-42). New York, NY: The Guilford Press. Geertz, C. (1973). Thick description: toward an interpretive theory of culture. In The interpretation of cultures: selected essays (pp. 3-30). New York, NY: Basic Books. Gibson, C. & Jung, K. (2002). Historical census statistics on population totals by race, 1790 to 1990, and by Hispanic origin, 1790 to 1990, for the United States, regions, divisions, and states. Population Division Working Paper No.56. U.S. Census Bureau. Gilliam, B., Gerla, J.P., & Wright, G. (2004). Providing minority parents with relevant literacy activities for their children. Reading Improvement, 41(4), 226-234. Heath, S.B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76. Heath, S.B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York, NY: Cambridge University Press. Hendrix, C. (1999-2000). Family literacy education – Panacea or false promise? Journal of Adolescent & Adult Literacy, 43(4), 338-346. Hill-Clark, K.Y. (2005). Families as educators: Supporting literacy development. Childhood Education, 82(1), 46-47 Holloway, J.H. (2004). Family literacy. Educational Leadership, 61(6), 88-89. Hurh, W.M. (1993). The 1.5 generation: A cornerstone of the Korean American ethnic community. In Kwon, H.Y. & Kim, S. (Eds.), The Emerging Generation of Korean Americans. (pp. 47-79). Seoul, South Korea: Kyung Hee University Press. Hurh, W.M. (1990). The “1.5 generation”: A paragon of Korean American pluralism. Korean Culture, 11(1), 21-31. Hurh, W.M., & Kim, K.C. (1984). Korean immigrants in America: A structural analysis of ethnic confinement and adhesive adaptation. Rutherford, NJ: Fairleigh Dickinson University.
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 151 |
Contributing entity | University of Southern California |
Repository email | cisadmin@lib.usc.edu |
Full text | 140 Gee, J. P. (2001). A sociocultural perspective on early literacy development. In Neuman, S.B. & Dickinson, D.K. (Eds.), Handbook of early literacy research (pp. 10-42). New York, NY: The Guilford Press. Geertz, C. (1973). Thick description: toward an interpretive theory of culture. In The interpretation of cultures: selected essays (pp. 3-30). New York, NY: Basic Books. Gibson, C. & Jung, K. (2002). Historical census statistics on population totals by race, 1790 to 1990, and by Hispanic origin, 1790 to 1990, for the United States, regions, divisions, and states. Population Division Working Paper No.56. U.S. Census Bureau. Gilliam, B., Gerla, J.P., & Wright, G. (2004). Providing minority parents with relevant literacy activities for their children. Reading Improvement, 41(4), 226-234. Heath, S.B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76. Heath, S.B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York, NY: Cambridge University Press. Hendrix, C. (1999-2000). Family literacy education – Panacea or false promise? Journal of Adolescent & Adult Literacy, 43(4), 338-346. Hill-Clark, K.Y. (2005). Families as educators: Supporting literacy development. Childhood Education, 82(1), 46-47 Holloway, J.H. (2004). Family literacy. Educational Leadership, 61(6), 88-89. Hurh, W.M. (1993). The 1.5 generation: A cornerstone of the Korean American ethnic community. In Kwon, H.Y. & Kim, S. (Eds.), The Emerging Generation of Korean Americans. (pp. 47-79). Seoul, South Korea: Kyung Hee University Press. Hurh, W.M. (1990). The “1.5 generation”: A paragon of Korean American pluralism. Korean Culture, 11(1), 21-31. Hurh, W.M., & Kim, K.C. (1984). Korean immigrants in America: A structural analysis of ethnic confinement and adhesive adaptation. Rutherford, NJ: Fairleigh Dickinson University. |