Rozprawy doktorskie: „Multicultural families”

1

Krikeli, Juliet Norma Victoria. "A study of families and children in a multicultural milieu". Thesis, Brunel University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324665.

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Lee, Chang Young. "Married migrant women living within Korean multicultural families : a pastoral narrative perspective". Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/40206.

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This research seeks to adopt a post-foundationalist practical theology paradigm, as discussed by J C Müller, in order to create a bridge between the three concepts of the pastoral care perspective, the narrative perspective based on social-constructionism and post-foundationalism. Furthermore, I made use of Müller’s seven movements of methodology which laid a strong foundation to base my research on regarding married migrant women living within Korean multicultural families. Korean society which is a homogeneous culture is currently facing many challenges as a result of becoming more and more multicultural. These multicultural issues are becoming major social and political issues in South Korea. The main reason that South Korean society has become more multicultural is because of intercultural marriages which have also resulted in an increase in multicultural families. These migrant women are faced with many kinds of discrimination and prejudice as a result of their different appearance, culture and language. Furthermore, Korean culture often deprives women of having any position above men especially once they are married. After being married a woman should become invisible, voiceless, and nameless in order to become culturally acceptable. This often results in a migrant woman feeling stressed, fearful, isolated and alone which often results in the development of a low self-esteem, a lack of self-confidence and a low self-image. In my research, I sought to listen to and identify the stories of migrant women, namely foreign women who have married Korean men with a focus on the impact on their identities within a Korean multicultural family through a narrative perspective in order to have a positive growth and outcome from their intercultural differences within South Korea. I decided to view my co-researchers not as co-researchers but as companions on a journey which we could undertake together. The use of the metaphors ‘journey’ and ‘companions’ seemed to give my companions the freedom to speak more openly and placed us on an equal level. Furthermore, I not only discovered my companions’ identities through their own stories, but also developed my companions’ true identities/multi-identities through the broader, inter-relational stories of other people within multicultural communities through a six step process of Listening to the voice, Gaining voice, Giving voice, Finding alternative voice, Retelling voice and Creating future voice. I made use of the narrative approach in order to listen to my companions so that a unity would exist between their past, present and future stories. As I listened to the stories of my companions from a narrative perspective new possibilities were opened which lead to alternative and future stories. Furthermore, my companions were given the opportunity to find themselves and make new identities on the real journey of life. Through the process of my research I also developed a multicultural identity model specifically for married migrant women in South Korea, but ultimately the purpose of my research was not to show or develop a multicultural identity model regarding migrant women, but was more to help these migrant women find their identities themselves and in this become self-empowered to become contributors to Korean society.
Thesis (PhD)--University of Pretoria, 2014.
gm2014
Practical Theology
unrestricted

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Freelove, Patricia Pina. "Parent involvement for Hispanic families". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/824.

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Brewer, Jong Y. "Language Loss in Korean-American Biracial/Bicultural Military Families". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/252832.

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This qualitative case study investigates key reason(s) for Korean language loss among Korean-American children raised in mixed-race military families where the mother is a Korean immigrant of middle school or lower educational background and the father is an American Serviceman. A secondary purpose is to discover some effects of Korean language loss on the participant's identity (cultural and social) and effects on relationships between children and mothers. This study focuses on four Korean-Americans---three biracial participants, and one monoracial, adopted participant (ages 21 to 28). I record the phenomena of language loss, using the participants' voices. The three data sources include: interviews, follow-up discussions, and field notes. Major findings show: (1) that the decision to drop Korean language maintenance was made deliberately by one or both parents based on what the father considered best for the welfare of the child in U.S. schools. (2) The participants most traumatized by Korean language loss found it hard to identify with any group socially. (3) Those participants not consciously traumatized by Korean language loss claimed a Korean social identity. (4) All participants' mothers preferred to isolate themselves in the family or among Korean friends who spoke little English. (5) All participants noted frustrations in the mother-child relationship. (6) The children recognized it was easier to communicate with their absent military fathers even if they did not necessarily "get along" well with Dad once he returned home.

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5

Marroquin, Vanessa. "Latino mixed citizenship status families and access to higher education". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708288.

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While research on undocumented students and access to higher education is of growing concern, it is equally important to examine mixed citizenship status families. Mixed citizenship status families are families that consist of both documented and undocumented members. Passel and Cohn explain that the number of U.S.-born children in mixed citizenship status families has shown significant growth in recent years, from 2.7 million children in 2004 to 4 million in 2008.

This study utilizes Bronfenbrenner' s Ecological Systems Theory as a lens to examine the different experiences that members in these families experience through their schooling and in accessing higher education.

This qualitative comparative case study examined the experiences of three Southern Californian families, consisting of one undocumented student in higher education, undocumented parents, and at least one documented student currently attending high school. This study examined, compared, and contrasted the experiences of 14 different participants and their schooling experiences.

Major findings in this study revealed that being in a mixed citizenship status family affects different relationship factors and experiences that ultimately impact the documented and undocumented individuals psychologically and academically. Such experiences have the potential of impacting their schooling experience and access to higher education. In this study, changes in policy have had ripple effects that are experienced by youth in very personal ways that have impacted their development and access to higher education. The study revealed that, whether documented or undocumented, all members experienced psychological effects that have affected their access to higher education.

Findings in this study discovered the impact of changes in policy, how mixed citizenship status families affect the educational trajectories for all members of the family, parental involvement in school, the psychological stressors that affect documented siblings, as well as undocumented, and the ways in which documented siblings may defer their own college experiences in order to keep a pace with their siblings among other findings.

This study concludes with recommendations for policy and practitioners in the educational field, including suggestions for a more comprehensive immigration policy to include citizenship access for undocumented students and their parents, improvements in the enforcement of labor laws, and professional development for teaching educators about the mixed citizenship status family, promoting home to school relationships, and supplying these families with resources to navigate and widen the pipeline into higher education.

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Pollisco, Mary Jane 1964. "American Sign Language intervention with deaf children of monolingual Hispanic families: A case study". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278248.

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Deaf children of monolingual Hispanic families possess unique linguistic needs and are recognized as a "minority within a minority" because of their unique language situation, in which case, American Sign Language (ASL), is not available in their environment, and both Spanish and English are essentially spoken languages and not accessible to them. In order to develop a strong language foundation, deaf children need exposure to ASL. Moreover, their own parents, if non-signing, also need exposure to ASL to serve as a language model and to maintain reciprocal and effective communication. A formal signed language intervention program is critical for deaf children and their families of non-English-speaking backgrounds. In response to the linguistic and educational challenge posed by Hispanic deaf children, a complete approach has been developed and utilized in this case study. The ASL intervention project is especially designed to explore the feasibility and outcome of this study in meeting the unique linguistic needs of the Hispanic deaf child and the family.

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Park, Yunjoo. "Sojourner families' perceptions of bilingual/bicultural development in school-age children an exploration of the experiences of Korean graduate student families while residing in the United States /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204305.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0064. Advisers: Martha Nyikos; Sharon L. Pugh. "Title from dissertation home page (viewed Jan. 22, 2007)."

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8

Behnke, Joseph. "School in the lives of immigrant students and their families a critical review of the literature /". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Behnke_JMITthesis2009.pdf.

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9

Nielson, Aleene Black. "Demographic characteristics of families of children placed in programs for the gifted in a large multicultural school district". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186413.

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Children from divergent populations are not equitably represented in programs for the gifted. A commonly cited cause is over-reliance on standardized test scores. An equally important cause may be that children, who do not fit the profile of a "typical" gifted child created by Terman (1925), seldom are referred for assessment. Terman's research has been sharply criticized for bias in selection procedures, but his conclusions are still generalized to all gifted children. In traditional identification procedures, nomination is based, consciously or subconsciously, on a definition of giftedness and "typical" characteristics described by Terman. Expanded assessment procedures were implemented in targeted schools in a large southwestern school district to increase representation of children from minority populations. As other schools in the district continued to use traditional procedures, a unique opportunity arose to compare characteristics of families of gifted children from targeted and nontargeted schools. Data were collected from families (N = 150) of children placed in first or second grade classes for the gifted during the past two years. Questions were designed to elicit information in categories similar to those used by Terman in 1921-22 and compatible with statistics reported in the U.S. census. Four groups of variables were investigated and comparisons made (a) between the families of gifted children in Targeted and Nontargeted Groups, (b) between Targeted, Nontargeted, and Terman Groups, and (c) between families in Targeted and Nontargeted Groups and families in the community population. Results show the Targeted Group differs significantly from the Nontargeted Group in economic, ethnic/cultural, and educational experience variables. The groups do not differ in family constellation variables. Clear differences exist between the Targeted and Terman Groups in all variables; the Nontargeted and Terman Groups are similar in economic and educational attainment variables. With the exception of higher minority representation in the Targeted Group, that group and the community population are similar. The Nontargeted Group differs from the community population in all economic variables and educational attainment, a result that supports charges of bias in traditional identification procedures. Expanded assessment procedures are recommended for more equitable representation of children from all populations in programs for the gifted.

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10

Oehlschlaeger, Jan Marie. "Intercultural training and international exchange : an exploratory study of the association of intercultural training with hosting goals of American families". PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3897.

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This study investigated the host family experience, specifically examining the goals of host families and intercultural training of host families. It compares the the importance and accomplishment of goals between interculturally trained host families and untrained host families.The focus of the research addressed the following research questions: 1) Do host families who receive intercultural training rate their goals differently than families who do not receive intercultural training? 1a) Do host families who receive intercultural training rate differently the goals in which the student meets intra-family needs than families who do not receive intercultural training? 2) Do host families who receive intercultural training report the level of accomplishment of their goals differently than host families who do not receive intercultural training? 2a) Do host families who receive intercultural training report the level of accomplishment of goals regarding cultural awareness differently than families who do not receive intercultural training? 3) To what extent is there a relationship between trained host family ratings of importance and ratings of accomplishment of goals? 3a) To what extent is there a relationship between untrained host family ratings of importance and ratings of accomplishment of goals?

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Wilcox, Jennifer Ellen. "Cultural adaptations of the strengthening families program for youth ages 10-14 in the state of Washington". Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Summer2010/j_wilcox_051410.pdf.

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Thesis (M.A. in human development)--Washington State University, August 2010.
Title from PDF title page (viewed on July 30, 2010). "Department of Human Development." Includes bibliographical references (p. 60-65).

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Sari, Artanti Puspita. "Online Socialization into Languages and Religion: Tracing the Experiences of Transnational Families". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1514946376856087.

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Whitlock, Jennie Christine. "Toddler Attachment Security and Parenting Stress in Families with Autism Spectrum Disorder". Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28157795.

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The current study investigates the relationships between mother-toddler attachment security, autism spectrum disorder (ASD), sociodemographic risk, and parenting stress utilizing the Fragile Families and Child Well-Being Study (FFCW) longitudinal data set, a nationally representative sample of 4,898 unmarried births. The FFCW oversampled non-marital births from urban, low-income, minority individuals, and the current study utilizes self-report data from mothers during Waves 1, 3, and 6. Sociodemographic risk (Gedaly & Leerkes, 2016) is defined as the potential for increased negative impacts of maternal age at birth, maternal education level, maternal household income, and maternal race on child development due to genetic and/or societal impacts. Data on these variables are collected at Wave 1 per mother report. Mother-toddler attachment security was assessed at Wave 3 using the Toddler Attachment Sort-39 (TAS-39; Bimler & Kirkland, 2002) and parenting stress was evaluated during the same wave. Autism diagnosis in children was evaluated at Wave 6 per parent report. Children in the sample were more likely to be diagnosed with ASD if their mother earned greater than a high school education and identified as White. Results indicated that maternal race influenced both mother-toddler attachment security and the diagnosis of ASD in the sample. White mothers reported higher mother-toddler attachment security when compared to both Black and Hispanic mothers, and children of Black mothers were less likely to have a diagnosis of ASD when compared to children of White mothers. Additionally, toddlers with ASD were less secure at age 3 years when compared to their neurotypical peers. ASD, Black maternal race, and Hispanic maternal race predicted a decrease in mother-toddler attachment security, and both higher maternal education and maternal household income predicted an increase in mother-toddler attachment security. Although mothers of children with ASD reported higher levels of stress when compared to mothers of neurotypical children, parenting stress was not found to moderate the relationship between ASD and mother-toddler attachment security. Parenting stress did, however, negatively impact attachment security. The results of this study provide insight into the unique challenges faced by families with ASD during critical periods of child development and how race may correlate with both the diagnosis of ASD and mother-toddler attachment security. Multicultural considerations at diagnosis and neurodiversity as well as recommendations for family-centered interventions are discussed.

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Shanton, Kyle David 1962. "A legacy of language discrimination at Old Pueblo School: Generation after generation of two Yaqui families tell its never-ending story". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288883.

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Research in the area of bilingual education language policy has focused generally on: (1) its relation to curriculum development and instructional design, (2) its relation to the legislative process, and (3) its relation to issues of power. Past research, however, failed to concentrate on the meanings of policy assigned by students and the relationship between the letter of policy and the spirit of its enactment at school. The purpose of this humanistic, cultural study was to examine school language policy from both historical and student-centered points of view. By addressing what they have to say in a historical context, I gleaned new insights into the possibilities for future design and evaluation of language policy. I focused on the historical relationship between the lived experiences of students regarding language choice and use at one elementary school and the central language policy statements initiated by the respective state's legislature, issued by the school district's administration and governing body, and interpreted by classroom teachers. The various policy statements and oral histories--by three generations of students--in addition to U.S. census data for the respective historical period were analyzed to understand the relationship among history, social context, policy, and language experience at school in new ways. The findings were interpreted and presented in terms of continuities and discontinuities in the relationship between students' lived experiences and policy over time. In terms of the continuous aspects of this relationship, I found the following: teachers persist in standardizing children's oral and written language expressions; children are indoctrinated by the culture of the school to abide by "American" values; and English is regarded as the language of privilege and accomplishment. In terms of discontinuities, I found the following: indigenous languages and Spanish spoken by children were no longer prohibited but sanctioned in the classroom; teachers began speaking languages other than English for instructional purposes; and faculty demographics changed from predominantly monolingual, white women to largely bilingual Hispanic women. In sum, my study is important because I offered a critical interpretation of the prevailing historical realities that have governed language policies and their ensuing practices in a South Tucson neighborhood school for the past sixty-one years. Also, in this study, I revealed the importance of opening a forum for students to voice an evaluation of language policies that regulate the course or methods of action in bilingual elementary education programs.

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Berkeley-Cummins, Ligoria. "Reading Perceptions of Hispanic English Language Learner Families in New York City". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6171.

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Historically, Hispanic English language learners (ELLs) in the United States have had low reading achievement and low high school graduation and college entry rates, which has limited their employment opportunities. Although research indicates parental involvement is important to reading success, little is known about Hispanic ELL parents' perspectives on their children's reading development. The purpose of this basic qualitative study was to understand how parental involvement in 3rd grade Hispanic ELLs' reading development, as perceived by their families, may contribute to these students' reading proficiency. The framework for this study was Hedegaard's model of children's learning and development. The participants were 5 mothers of 3rd grade Hispanic ELLs at an urban public school in a large city in the Northeastern United States. Interviews with participants were analyzed for open and axial codes using NVivo software to identify themes and patterns. Study results revealed that mothers of Hispanic ELL students were involved in and had a positive view of their children's reading development. However, participants perceived their lack of English language skills as a barrier to their parental involvement in their children's reading development; they also viewed siblings, teachers, libraries, and technology as major resources to help their children develop their reading aptitude. This study supports social change by providing information to schools and administrators, the latter of whom may be able to improve reading programs in ways that can help Hispanic ELL families to promote their children's reading development.

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Bisetty, Merushka. "Multiculturally Conscious Acceptance and Commitment Therapy: A Proposed Treatment Intervention for Latino and Mexican-American Families Affected by Childhood Cancer". Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1527527955816642.

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Faulkner, Jamie. "Pre-teenage Transgender Children: Their Families and Education". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435244358.

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Mwembo, Lombe Mukalanga. "Congolese Immigrant Parents' Perceptions about Their Children's Education in Philadelphia". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/27789.

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Urban Education
Ph.D.
This dissertation describes the educational experiences of Congolese immigrant families and their children attending Philadelphia K-12 schools. The objectives of the study were to explore the educational experiences, needs and expectations of Congolese immigrant parents and their children in the U.S., and to confirm which of the many assimilation theories was applicable to this group of immigrants. The study aimed at providing American schools and curriculum developers with knowledge that they can use to meet the needs of this neglected group of immigrants. Although the number of Congolese immigrant families has been increasing in Philadelphia (Lewis Mumford Center, 2000), there is little knowledge and many faulty assumptions about African immigrants, and particularly, Congolese families. Most of what the American public and American teachers know about Congolese and African immigrants is based solely on biased media coverage, old stories, and myths that are not supported by valid research. African immigrants and their children have been especially excluded from educational research (Rong & Brown, 2002). Scholarship about Congolese immigrants from their African perspective is scarce, if not totally lacking. As a result of the lack of research about African immigrants and their children, not only have the special needs of these immigrants been neglected, but Congolese students in American schools continue to be victims of demeaning treatments and attacks, including violent attacks by some American students motivated by ignorance, prejudice, misconceptions and stereotypes (Traore, 2002; The Philadelphia Inquirer, November 2005). If the presence of Congolese immigrant children continues to be overlooked while the African immigrant population grows, many Congolese immigrant children may develop a dislike or disinterest in school which would place them at-risk for underachievement and dropping out (Stringfield & Land, 2002). The growing number of African immigrant children in American schools also poses new and different challenges for American education generally (Traore, 2002). Therefore, research on this group of immigrant children is much needed. A qualitative study using observations, individual and group interviews, and questionnaires was conducted among a group of African immigrants represented by families of Congolese immigrants including their children living in Philadelphia and neighboring areas. The study found that reasons for coming and staying in the U.S., the threat of losing Congolese identity and culture, parental role reversal, stereotypes, and misconceptions were the most important factors related to their children's experience in American schools. The accommodation `without assimilation' theory (Gibson, 1988) was found to be the most appropriate assimilation theory applicable to these Congolese families. This study provides American teachers, educational leaders and curriculum developers with knowledge and insights based on the voices and experiences of Congolese parents and children. This new knowledge and perspectives can be used to meet the educational needs and expectations of Congolese parents and their children who are experiencing schooling in America.
Temple University--Theses

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Gist, Clare Denise. "Literacy practices of Hispanic families with deficit factors whose children are successful in math and reading". Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2544.

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The purpose of this study was to identify the family literacy practices of low socioeconomic, LEP, Hispanic families, with parents who had low levels of parental education and whose children were successful in math and reading. An ethnographic approach was employed by the researcher to gather, collect and analyze the data. The researcher interviewed and observed the home environment of 10 Hispanic families with deficit factors whose children were successful students in math and reading. Additional interviews of 5 experienced Bilingual Certified Language Acquisition Development [BCLAD] teachers were conducted. A discussion of the results reviewed findings of interest from the study. These findings were as follows: (a) families implemented a variety of purposeful and effective strategies within the context of their home environment to support and develop their children's Spanish and English literacy, as well as their own; (b) families and school shared common expectations and values in regards to academic achievement; (c) families aspired to a better life; and (d) the effectiveness of the school in providing resources to meet the needs of children and parents contributed to the families' efforts to support and develop literacy. The relationship between the findings of the study and prior research have also been included in the discussion section. This study provided school administrators with recommendations to assist families with deficit factors in their efforts to foster their children's success in math and reading. Suggestions for additional research were also offered.

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Martelo, Maira Luz. "Early Literacy Practices and Beliefs About Education Among Hispanic Families in Jacksonville, Florida". UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/455.

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Hispanic children in the United States are more likely to fall behind in several literacy measures even before they enroll in prekindergarten programs. There are some structural and non-structural factors that have a direct impact on Hispanic children’s early literacy skills. Among the non-structural factors this mixed-method study explored Hispanic caregivers’ beliefs about education as well as their literacy practices at home. The study compared two groups: diverse Hispanic caregivers with 4-year-old children enrolled in the Voluntary Prekindergarten Program (VPK) and diverse Hispanic caregivers whose 4-year-old children were not enrolled in VPK. A total of 125 diverse Hispanic caregivers responded to two surveys: the Parental Reading Belief Inventory and the Adaptation of the Stony Brooks Reading Survey. Twenty Hispanic parents were later interviewed to better understand their beliefs about education as well as their literacy practices at home. The surveys and interviews revealed playing games, drawing pictures and looking at books with their children were the most common literacy practices in which Hispanic caregivers engaged. All participants in the study stated how much they value their children’s education. Some, particularly caregivers whose children were participating in VPK programs, were more likely to engage in their children’s education and experience fewer barriers to reading at home. Country of origin played an important role in differentiating Hispanic parents in their beliefs about education as well as in their literacy practices at home. From the diverse group of participants in the study, Mexican caregivers were less likely to perceive themselves as playing a key role in their children’s education and they also shared experiencing more barriers in their literacy activities when compared with parents from Cuba and Puerto Rico. Overall, enrollment in VPK was dependent upon the type of barriers to reading activities that Hispanic parents experience as well their country of origin.

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Mohamed, Naglaa. "Experiences of culturally and linguistically diverse families of exceptional children regarding their school engagement: A focus on Arabic-speaking parents". University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo157591155280779.

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Frank, Michael J. "Resisting Essentialism in Cultural Research: A Participatory Action Research Study of Parent Involvement in Education among Spanish-Speaking Students and Families". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7290.

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The present study aimed to investigate a locally-driven action research project to improve connections between Spanish-speaking Latinx parents and the high school that their children attend. Using Participatory Action Research (PAR), the study sought to create a collaborative research agenda that would empower the participants to study their own culture and practices at the school, and how the two combined to create a home-school partnership. Six parents and two members of the school’s bilingual staff comprised the PAR team, with a total of nine members including the principal investigator. The project began with the creation of a public sphere in which all members of the PAR team were encouraged to freely contribute to the design and implementation of the research project. Focus group recordings were reviewed and interpreted by two members of the PAR team in the original language of Spanish, and Spanish documents and resources were made to provide easy access to information requested by the team. In this study, I did not attempt to create generalizable knowledge about any culture. Results indicated that the parent participants’ priorities differed from those initially defined before recruitment, and that parents were comfortable enough to express differing views in the public sphere. The project was reported to be helpful to the parents, and the school administration agreed to incorporate the results of the project into a parent outreach project for the coming year. Implications for research and practice are discussed.

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Wang, Yinghua. "Participatory Action Research with Chinese-American Families: Developing Digital Prototypes of Chinese Art Education Resources". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385092278.

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McNeil-Girmai, Elaine Azalia. "“This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School". Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/245.

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As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally relevant pedagogy has at its core the understanding that incorporating students‘ culture into the practices of the school and the classroom through culturally relevant curriculum is likely to improve student cooperation, inspire a greater understanding of the educational program, and increase academic outcomes (Brown, 2004). These pedagogies have the potential to be a vital tool toward closing the achievement gap, yet the practices associated with them are in danger of meeting the same fate as multicultural education. A lack of knowledge about the theory, practice, and implementation of culturally relevant pedagogy has led to ineffective attempts to meet the needs of students most at risk (White-Clark, 2005). Using the five themes of Critical Race Theory (Solórzano & Yosso, 2001) as the theoretical framework, the research examined how teachers perceive and implement culturally relevant pedagogy, and how students and their families perceive and evaluate these practices. This research conducted at a inner city, charter elementary school was grounded on Ladson-Billings‘ work on culturally relevant pedagogy and the three concepts of knowledge that she identified that teachers must bring to the classroom and impart to their students: a) Academic achievement, b) Cultural competence, and c) Sociopolitical consciousness (Ladson-Billings, 2001). The educational significance of this study resides in an analysis of its potential to influence teaching practices in many existing classroom settings that have an ethnically diverse population of students. On a micro level, through the use of catalytic validity and ongoing dialogue with the participants, the potential arose for members of the school community to have greater input in the structuring of their children‘s education. As members of the school community engage in future decisions regarding culturally relevant strategies, these research findings offer them an informed and critical perspective to work from.

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Brown, Cherri Louise. "Using Cultural Cognition for Learning English: A Mexican Immigrant Family's Perspective". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2919.

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The research problem focused on the 11 million Mexican immigrant families in the United States who speak little or no English. Their stated needs for English literacy, socioeconomic and academic success, and the increasing calls for xenophobic legislation throughout the nation indicated a need to investigate alternative pedagogies to compel positive social change through language fluency. In this case study, Mexican immigrant second-language learners and their descendants were asked how they wanted to learn English and if using native culture as a learning tool would help in achieving their literacy goals. Prior researchers had not asked those questions. Three adults from a 3-generation Mexican immigrant family living in Florida gave interviews to address this gap. The participants, 2 of whom were native Spanish speakers, were recruited via a Facebook call for participation, and interviews were conducted by telephone. Cultural theory served as a conceptual framework for understanding the relationship between culture and language, and for interpreting and respecting participants' articulations of their experiences and opinions. Analyses of interviews and language background questionnaires were completed using pattern matching and SPSS, respectively. The key finding was that participants agreed a cultural pedagogy would be helpful in learning English. A recommendation is made to implement an experimental teaching study using cultural pedagogy as its framework. Achieving positive social change begins with removing the barriers of cultural language discrimination and allowing immigrants to reach their stated goals without loss of their cultural heritage.

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Leonard, Sierra K. ""I See Their Purpose": Looking at the Role of Family Advocates in Partnering with Families and Advocating for Children in Guatemala City". UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/22.

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The purpose of this study was to get an in-depth, complete picture of a social worker and child/family advocate in Guatemala City, Guatemala. The intent was to study the participant’s work and responsibilities in order to examine how she processed and completed her dual role as social worker/advocate and mother to a group of children in a children’s home. A focus on responsibility, the effect of her dual role, and the influence of her personal and religious convictions emerged throughout the study. The participant’s unique position in a dual role offered insight into the various aspects of advocacy and intervention in the developing county of Guatemala.

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Clark, Kristen E. "Developing individualized education programs with culturally and linguistically diverse families from low-income homes : a heuristic inquiry of special education teachers". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/867.

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Research shows evidence of overrepresentation of culturally and linguistically diverse children enrolled in special education services, a positive correlation between parent involvement and academic success, and a plethora of barriers impeding active 6 parent participation in IEP development. Barriers include language, culture, low income, . and school climate and team dynamics. The aim of this study was to explore: (a) In what ways do special education teachers engage with culturally and linguistically diverse families from low-income homes in the IEP development process? (b) In what ways do special education teachers address culturally and linguistically diverse children's educational needs while also addressing both legal and workplace expectations? (c) In what ways do special education teachers develop IEPs with culturally and linguistically diverse families from low-income homes addressing both legal and workplace expectations? These questions were addressed qualitatively utilizing Moustakas's heuristic inquiry. Deductively exploring themes using Lipsky's street-level bureaucracy framework exposed challenges special education teachers in this study had addressing both legal and workplace expectations, such as meeting IDEA 2004 mandates. With a systems theory approach, themes and subthemes were identified as being interconnected. Power imbalances between stakeholders and socioeconomic differences across families appeared to be the most prolific barriers impeding parent participation. Inductive analysis explored emergent and uncovered themes elucidating what it meant to be a special education teacher.

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Vadgama, Dimple. "Children of Immigrants: Parenting the Future of America". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/23.

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According to Cohn (2015), by the year 2065 about one-in-three Americans would be an immigrant or have immigrant parents projecting that incoming immigrants, and their children will steer majority of the United States (U.S.) population growth in the next 50 years. According to the projections for 2065, 78 million will be immigrants and 81 million will be individuals born in the U.S. to immigrant parents (see Figure 1). After immigrants from Mexico and China, the third largest immigrant group residing in the U.S. is from Asian-Indian origin. The percentage of Asian-Indian immigrants compared to all other immigrants in the U.S. has consistently proliferated. Considering this pattern of incoming Asian-Indian immigrants, research on parental involvement among Asian-Indians raising children who are U.S. citizens and future Americans is sparse. According to a national level study on paternal involvement with young children, “virtually no research has examined fatherhood among immigrants. Eighteen percent of current births are to mothers born outside of the U.S.; if the fathers also are foreign-born, this is a major gap in existing knowledge” (U.S. Department of Education, 2001, p. 22). The current study aimed to understand Asian-Indian immigrant couples’ factors influencing fathers’ involvement with school-aged children (6-10 years). Specifically, the study focused on the marital adjustment, parenting self-efficacy and gender-role beliefs about parenting. Parenting is believed to be codependent and nested within a family and cultural structure. While parenting research consistently demonstrates more maternal involvement with children, often fathers’ involvement gets little or no attention. One of the major limitations of fathering research is single source data, often comprising of only mothers’ reports. The purpose of this study was to address this research gap by examining the nested nature of human development using family systems theory. Actor-partner interdependence model (APIM), a type of dyadic data analysis, was used to examine the actor (spillover) and partner (crossover) effects of parents’ independent variables on their as well as their partners’ reports of paternal involvement. Self-report surveys were collected from 127 Asian-Indian immigrant parents. All the measurement scales had high reliabilities. Results for fathers revealed significant spillover effects of marital adjustment, parenting self-efficacy, and parenting gender role beliefs on fathers’ involvement, and for mothers, only marital adjustment effect on their reports of father involvement. These findings indicate that father involvement is enhanced when both fathers’ and mothers’ are adjusted in their marriage, when fathers’ feel competent in their parenting role and they have egalitarian gender beliefs about parenting. Partner or crossover effects were found from mothers’ marital adjustment onto fathers’ reports of involvement and, fathers’ parenting self-efficacy onto mothers’ reports of fathers’ involvement. These partner effects reveal that fathers’ involvement depend on how adjusted mothers are in their marriage and, mothers’ reports of fathers’ involvement depend on how efficient fathers are in their parenting role. In summary, the current study strongly supported family systems theory and demonstrated how the current immigrant parents, and the future families of America, adapt to succeed and re-structure lives in their ‘new home’.

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Pacheco, Michele Hazel. "A qualitative study of Hispanic female college students, indirect experience of domestic violence". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1397.

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The purpose of this study was to investigate the attitudes, perceptions, and coping skills of college Hispanic women who have witnessed domestic violence committed against a family member, a close friend, or have experienced it personally. An interview was conducted to examine the women's attitudes toward the culture's role in the occurence of domestic violence.

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30

Alexander, Rasheedah. "Exploring the Impact of the Economic Decline on the Literacy of Middle-Class Families in Three Regions of the United States". University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1367335162.

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Pitty-Murillo, Ileana del Carmen. "Family-teacher communication and literacy practices in a culturally and linguistically diverse family". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/25.

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Parent-teacher communication is a key element of parent-teacher relationship and of family involvement. Such communication influences children's wellbeing and academic success. There are many gaps in the literature regarding the dynamics of parent-teacher communication and how this influences family and school literacy practices. Using a qualitative design, this case study focused on the communication of a family from a culturally and linguistically diverse background and the children's teachers. The study examined the conceptions of communication and perspectives on parent-teacher communication of a mother and three teachers. The study also examined the diverse ways they communicated literacy practices and expectations to one another and the outcomes derived from their communication. Findings of this study revealed that parent-teacher communication is a complex process influenced by multiple factors related to the microsystems of school and home and the varied ways they interact. The study found a disconnection between parent and teacher communication conceptions and approaches.

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32

Asante, Sylvia E. M. "Grandmothers' Leadership Roles as Reflected in the Lives of High-Achieving Women: A Qualitative Study of the Impact of Grandmothers on Granddaughters During Their Formative Years". Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1432040817.

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Pitcher, Diana. "What do you want to be?: Teacher and parent perspectives on Latino/a middle school students' social interactions and academic success". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490974986016669.

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Isik-Ercan, Zeynep Z. "Making Sense of Schooling, Identity, and Culture: Experiences of Turkish Students and Their Parents". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253548918.

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35

Townsend, Monique. "African American males' attitudes toward marriage". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1695.

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This study presents the results from an exploratory study that measured 71 African American males' attitudes toward marriage, their ideal marriage partner, and their attitudes toward African American women.

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Carranza, Francisco David. "The effects of perceived parental educational involvement, acculturation and self-esteem on the academic performance and aspirations of Mexican-American adolescents". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2213.

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The purpose of this study was to investigate the effects of parental educational involvement, acculturation and self-esteem on the academic performance and academic aspirations of Mexican American adolescents.

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Thiele, Bonnie Jeanne. "Parenting practices for high -achieving preadolescent migrant education students". Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2536.

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In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity.

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38

Olive, James L. "Life Histories of Gay, Lesbian, Bisexual, and Queer Postsecondary Students Who Choose To Persist: Education Against The Tide". University of Dayton / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1240519522.

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Ritz, Elizabeth Coleman. "WHAT PARENTS EXPERIENCE AS THEY NAVIGATE HOME AND SCHOOL SHARED LITERACY PRACTICES WITH THEIR PRESCHOOL CHILDREN: A NARRATIVE INQUIRY". Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent149890872870899.

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40

Erbil, Fethiye, Lisa Rogge, Nazile Şen i Markus Siwick. "Working in a multicultural group". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6597/.

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Kools, Hanneke, Daniela Oleksakova i Róisín White. "Working in a multicultural group". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6604/.

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1. Motivations for joining the project 2. Working with students from foreign countries 3. Use English as a common language 4. Differences between cultures 5. Teaching in a Slovak school 6. Problems with working in a multicultural group 7. Teaching and learning about European Values 8. Conclusion

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Hwang, Ray. "The Well-Being of Chinese Immigrant Sons: Importance of Father-Son Attachment, Father Involvement, Father Acceptance and Adolescents' Phenomenological Perceptions of Father-Son Relationship". Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1342470551.

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Schafer, Patricia A. "Experiences of Prejudice Among Individuals in African American and Caucasian Interracial Marriages: A Q-Methodological Study". [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227230458.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Jan. 5, 2010). Advisor: Cynthia Osborn. Keywords: interracial marriage, African American and Caucasian interracial marriage, multicultural marriages, Q methodology, prejudice, black and white marriages, miscegenation, anti-miscegenation, perceptions of interracial marriages, Black studies, Black history. Includes bibliographical references (p. 269-286).

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Lee, Kirk T. "Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement". PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3103.

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Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system. This study employed the used a qualitative, descriptive case study approach to examine the perceptions of Hmong parents involvement at a K-6 Hmong American charter school in Northern California. The primary data collection method used in this study was interviews with four school-community stakeholder groups. The purposeful-selected interview participants included two administrators, four teachers, six parents, and four students. The interviews were dialogically coded and nine themes were developed related to parental involvement. These nine themes were: communication with parents, committee involvement, flexibility of staff, enrichment programs non-traditional school schedule, importance of field trips, cultural events and presence of other cultures, recommend school to others, and positive behavioral reinforcement. The study concludes with a presentation of the implications of the nine themes on the design of parent involvement models and recommendations are offered related to policies and connected strategies for how to design culturally relevant supports for parent involvement in education.

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Boyd, Covia M. "Predicting Response Patterns to Sexual Violence against Women among Asian College Students Studying in Taiwan: An Exploratory Study". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427065340.

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Wilson, Alex J. "Mothers’ Wealth: Matrilineality and Inheritance Among the Fantse of Ghana". Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305062532.

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Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.

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Didlick-Davis, Celeste Renee'. "The LEGACY Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-based Academic Enrichment Program". Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460994613.

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Hidair, Isabelle. "La construction identitaire des Créoles de Guyane : de la gestion d'un héritage pluriel à l'insertion dans un contexte multiculturel". Paris, EHESS, 2003. http://www.theses.fr/2003EHES0156.

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A partir d'une enquête de terrain effectuée sur un quartier périphérique de la ville de Cayenne, la thèse met en relief la manière dont les Créoles investisssent différents champs sociaux pour asseoir leur position culturelle et sociale. Empruntée à P. Bourdieu, la notion est ici repensée en fonction des réalités du terrain qui conduisent à souligner l'interdépendance des cinq champs de stratégie identitaire que l'on peut retenir: l'espace urbain, la religion, les fêtes, l'école et la politique. C'est l'appel au réseau familial élargi qui permet l'intégration dans ces champs. L'identité créole se construit en fonction des différents types de relations que les Créoles entretiennent , au sein de ces espaces de stratégie, avec les autres groupes culturels. Cette identité est ancrée dans la diversité des relations et des circonstances quotidiennes. De même, elle est variable au fil de l'histoire puisque, selon les intérêts du moment, les Créoles choisissent leurs alliés face aux opposants, qui occupent, eux aussi, une position mobile. Dès lors, les Créoles prennent part à des interactions sociales intégrées dans un contexte historique, social, économique et politique. . .

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Cebula, Sharon. "Basic Life Skills: Essays and Profiles on Immigration in Akron, Ohio". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393403565.

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