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In order to adapt to a new culture and new language, children of immigrant families are faced daily with the responsibility of being the intermediaries between the family and the host culture through their language proficiency (Weisskirch & Alva, 2002). This thesis looks into the experiences of English-Spanish bilingual children as they bridge the gap between the family and the non-Spanish speaking community through their interpreting/translating skills. With an emphasis on children of Mexican-origin, the goal is to further understand and illuminate how these children manage this communication in an adult society, their feelings and thoughts about their experiences, and the child's perceptions about the influence that this experience may or may not have on their future. A sample of seventeen children agreed to participate in a semi-structured face-to-face interview to share their experiences. The data from these interviews were analyzed using a thematic analysis approach (Braun & Clarke, 2006). A priori themes of circumstantial bilingual and adaptive parentification were the initial focus of the research while being open to emerging themes. The children's accounts of their experiences indicated primarily that the Mexican-origin values of familism and respeto (respect) were a significant influence on them when they interpreted/translated for their family. With these traditional cultural values and norms as the groundwork, the sub-themes of normalcy and stress emerged as supportive elements of the circumstantial bilingual experience. Furthermore, the theme of adaptive parentification and the sub-themes of choice, expectation/responsibility to assist, and equality to parents offered further insight on how adaptive parentification can result as the roles of these children change. There was an emergent theme, identity negotiation, which increases our understanding of what the circumstantial bilingual child encounters as the attempt is made to negotiate his identity as an individual who has to mediate language between two opposing cultures. Due to the language brokering responsibility that are bestowed upon these children, it is concluded that communicative support by the parents is a necessary component of the parent-child relationship in order to nurture and develop these children as they negotiate and create their identity to become the successful leaders of tomorrow.
ContributorsCayetano, Catalina (Author) / Mean, Lindsey (Thesis advisor) / Waldron, Vincent (Committee member) / Gaffney, Cynthia (Committee member) / Arizona State University (Publisher)
Created2013
Description
Four hundred years after the word "virtuous," came to be associated with a woman's sexuality, today's female adolescent seemingly has everything. Yet, there is a psychological civil war raging in the psyche of the 21st century young American female because her mind is divided against itself due to the conflicting instructions of who and what she should be. She has so many choices; it is easy to become overwhelmed by them. Today's female youth is threatened. She communicates more and more, but her ability to express herself is inhibited because she is unsure of how to develop an authentic sense of self. It is a hermeneutic understanding of communication and what it means to be "virtuous" that can free young women to cultivate authentic self and continue to make decisions that support such a lifestyle. It is the aim of this thesis to reclaim the word "virtuous" for the benefit of today's young women. Deeper understanding of hermeneutics and communication allow us to view this word in a different light and read the entirety of Proverbs 31 as feminists. Young women have always faced challenges in adolescence, but a return to classical wisdom and philosophy will equip them to further advance themselves and their communities, rather than forcing them into a life of speaking tongue twisters. The virtuous young woman does not know what the future holds, but armed with the lessons of tradition and the fire of hope, she may speak a virtuous magic over the world with a tongue fit for the challenge.
ContributorsNichols, Hannah May (Author) / Ramsey, Ramsey Eric (Thesis director) / Gaffney, Cynthia (Committee member) / Watrous, Lisa (Committee member) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
One of humanity's perpetual endeavors has been to come to an understanding of its nature so as to maximize the ability of persons to acquire happiness in this lifetime as well as to live in harmony with the cosmos. This philosophic work seeks to contribute to that perpetual mission by delving into the nature of desire and seeks to make the findings of this project relevant to society by identifying contemporary ills that are related to a deficient understanding of desire. This work not only seeks to help society achieve balance in the present but also seeks to help it maintain that balance through the provision of insights and teachings that are timeless in nature, for they have relevance to all ages through their illumination of the nature of humans. This project does so by turning to the Chinese Daoists and the Roman Stoics for their wisdom in regards to desire and how to relate to it. Additionally, this project turns to Paul Tillich to help preserve whatever balance this project helps achieve as he provides a remedy to modern ills by illuminating the course that was taken to bring it to its current predicament. Passages from the Daoist text the Dao-de-jing, the diary of the Roman Emperor and Stoic Marcus Aurelius, and the correspondences of the Roman Stoic Seneca the Younger found in On the Shortness of Life are interpreted in the hopes of not only providing advice on how to co-exist with desire but also in the hopes of establishing or contributing to an existing bridge that links Eastern and Western thought so that both hemispheres can cooperatively contribute to the development of humanity. This project also seeks to cultivate a desire amongst the populace to engage with philosophic works by showing that the insights they provide can be practically applied so as to develop one's characteristics that are conducive to finding that which helps one feel personally fulfilled and to achieving success in one's endeavors.
ContributorsGonzalez, Gabriel Vicente (Author) / Ramsey, Ramsey Eric (Thesis director) / Gaffney, Cynthia (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Teaching is a challenging career that carries various challenges, some of which go beyond the educator’s control and influence their ability to teach. Through the Arizona State University (ASU) Barrett's Honors College, seminars and discussions centered in collaboration and learning, resulted in student's introduction to ideas of what it means to “truly” teach from both a student and educator perspective. Teaching is more than an exchange of information as it requires a human connection. While most educators agree that connection is vital, there are still challenges in the classroom that generationally impact families. Daoism, an ancient Chinese philosophy, discusses concepts such as mindfulness, leadership, and introspection. Educators can use Daoist philosophy as a tool to reflect on and develop their ability to teach with vulnerability, openness, and interconnectedness. From a philosophical standpoint, Lao Tzu (Daoist leader) explains the importance of shifting perspectives to what the individual can control: themselves. Teachers must create a classroom dynamic that is not only engaging but also provides students a sense of autonomy over their education. Shifting the dynamic from teacher centered to student centered places the education in the students’ hands and alleviates some pressure from the teacher. Embedding Daoist philosophy into the classroom can be seamless as it can already be seen through Social Emotional Learning, Culturally Relevant Curriculum, and Deep Learning.
ContributorsGuerra, Alyssa (Author) / Ramsey, Ramsey Eric (Thesis director) / Trombley, Nicole (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05