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Case Study : = Student Culture-Identity and Student Learning Experiences among First Generation Hispanic Immigrant Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Case Study :/
其他題名:	Student Culture-Identity and Student Learning Experiences among First Generation Hispanic Immigrant Students.
作者:	Lopez, Richard.
面頁冊數:	1 online resource (172 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355379266

Case Study : = Student Culture-Identity and Student Learning Experiences among First Generation Hispanic Immigrant Students.
Lopez, Richard.

Case Study :Student Culture-Identity and Student Learning Experiences among First Generation Hispanic Immigrant Students. - 1 online resource (172 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This study explored an issue prevalent in the education field at the secondary level: the relationship between Hispanic student cultural-identity and the learning experience of first generation Hispanic immigrant students. Studies of Hispanic students' learning ability have failed to adequately address the intricacies of cultural-identity and the relationship that cultural-identity has on the learning ability of these students. The study explored how the failure to understand how Hispanic cultural-identity might serve to enable student learning appears to affect the academic performance of this population. The researcher used a qualitative case study to explore the significance of cultural-identity in the learning experiences of 17 first generation Hispanic immigrant students at an area high school in the North Texas Metroplex. The study, framed within a social ecological framework, discussed how existing phenomena established and perpetuated in school environments might affect the functionality of the system and its effect on immigrant students. Demographic information via a student questionnaire and data collection achieved through use of student interviews, classroom observations, and student journals explored potential cultural factors affecting the student's ability to learn effectively inhibiting academic performance. Coding combined with methodological triangulation identified significant common themes that evolved from data obtained maintaining the integrity and validity of the study. Study results confirmed that a connection between cultural-identity and first generation Hispanic immigrant student performance. The following emerged from three research questions posed in the study: tradition, values, self-identity, relationships as important, good performance, struggle with learning English, shaming, hunger for respect, opportunity, disconnect from culture, and cultural-identity versus academic-identity. Framed by sociological theory (Bronfenbrenner, 1989) the study concludes that further studies need to explore the multiple relationships experienced by first generation Hispanic immigrant students to understand better the expressed findings of the study related to the connection between cultural-identity and immigrant academic performance. Theoretical discussions on this phenomenon need to acknowledge the valuable perspective social ecological theory contributes as the arena in which cultural-identity is the ecological setting of the high school and the critical multiple relationships that shape first generation Hispanic immigrant student identity.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355379266Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Case Study : = Student Culture-Identity and Student Learning Experiences among First Generation Hispanic Immigrant Students.
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520 $a This study explored an issue prevalent in the education field at the secondary level: the relationship between Hispanic student cultural-identity and the learning experience of first generation Hispanic immigrant students. Studies of Hispanic students' learning ability have failed to adequately address the intricacies of cultural-identity and the relationship that cultural-identity has on the learning ability of these students. The study explored how the failure to understand how Hispanic cultural-identity might serve to enable student learning appears to affect the academic performance of this population. The researcher used a qualitative case study to explore the significance of cultural-identity in the learning experiences of 17 first generation Hispanic immigrant students at an area high school in the North Texas Metroplex. The study, framed within a social ecological framework, discussed how existing phenomena established and perpetuated in school environments might affect the functionality of the system and its effect on immigrant students. Demographic information via a student questionnaire and data collection achieved through use of student interviews, classroom observations, and student journals explored potential cultural factors affecting the student's ability to learn effectively inhibiting academic performance. Coding combined with methodological triangulation identified significant common themes that evolved from data obtained maintaining the integrity and validity of the study. Study results confirmed that a connection between cultural-identity and first generation Hispanic immigrant student performance. The following emerged from three research questions posed in the study: tradition, values, self-identity, relationships as important, good performance, struggle with learning English, shaming, hunger for respect, opportunity, disconnect from culture, and cultural-identity versus academic-identity. Framed by sociological theory (Bronfenbrenner, 1989) the study concludes that further studies need to explore the multiple relationships experienced by first generation Hispanic immigrant students to understand better the expressed findings of the study related to the connection between cultural-identity and immigrant academic performance. Theoretical discussions on this phenomenon need to acknowledge the valuable perspective social ecological theory contributes as the arena in which cultural-identity is the ecological setting of the high school and the critical multiple relationships that shape first generation Hispanic immigrant student identity.
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