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- Creators: Debussy, Claude, 1862-1918
Description
Unauthorized immigrants account for approximately one fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the middle are the children of these immigrants--youth who are coming of age and living in the shadows; they are an invisible cohort. An estimated 5.5 million children and adolescents are growing up with unauthorized immigrant parents, and are experiencing multiple, and yet unrecognized developmental consequences of their families' existence in the shadow of the law. Although these youth are American in spirit and voice, they are, nonetheless, members of families that are "illegal" in the eyes of the law. Many children have been exiled to México; these are the children living in the shadows of Mexican diaspora, Los Retornos. This phenomenological study developed a conceptual framework to examine the effects in which being an exiled United States citizen living in Morelia, Michoacán, affected these many children and adolescents. Bourdieu's (1977) theoretical framework is used in this study and is based on his social, cultural capital concept; the assumption is that Los Retornos carry valuable sociocultural, bilingual and monoliterate capital that is endangered, unrecognized, replaceable, and not used to the best interest of students in schools. This study made use of this framework to answer the following questions: 1. How do Retorno families (nuclear and extended) develop the self-efficacy needed to preserve the social and cultural capital they bring with them to Michoacán? 2. How are communities and identity forms imagined and created in the context of this new migration shift? 3. How are Los Retornos responding to the involuntary shift (N=7) from the U.S to Michoacán? 4. How are teachers adjusting their classroom practices and curriculum to meet the academic needs of Los Retornos? The purpose of this qualitative phenomenological study is to improve understanding of Los Retornos. This phenomenological case study is focused on identifying experiences Los Retornos encounter in their schools and family lives through their personal migration experience to illuminate how best to help them preserve the social and cultural, capital they bring with them. The findings from this study may assist educators and policy makers in developing interventions and policies that meet the needs of this cohort.
ContributorsQuezada Sanders, Irene Genevieve (Author) / Ovando, Carlos J. (Thesis advisor) / Mccarty, Teresa L. (Committee member) / De Los Santos Jr., Alfredo G. (Committee member) / Arizona State University (Publisher)
Created2013
Description
The dissertation focuses on one Truku (Indigenous) village in eastern Taiwan and aims to understand the processes and possibilities of bottom-up language revitalization. In 2012, the National Geographic Genographic Legacy Fund supported the village to start a community-driven language revitalization initiative. Drawing on scholarship guided by critical Indigenous research methodologies, critical sociocultural approaches to language policy and planning, and sociocultural approaches to learning, this study is an attempt to generate qualitative ethnographic research to facilitate local praxis. The major findings are four: Firstly, after decades of colonialism, villagers' lived experiences and language ideological standpoints vary significantly across generations and households, which constraints the possibility of collective endeavors. Secondly, building on previous scholars' emphasis on "ideological clarification" prior to language revitalization, I identify the dimension of embodied ideological differences, using cultural historical activity theory to illustrate how certain "mainstream" artifacts (e.g. orthography) can confine orally dominant elders' capacity to contribute. In a similar vein, by closely examining children's voices and language performances, I highlight children's theory of language as relationship-building and a theory of learning as participation in communities of participation, which stand in stark contrast to adult educators' constructs of acquisition and proficiency in traditional SLA. Finally, inspired by children and elders' voices, methodologically I argue for a relational conceptualization of agency and propose a relationship-oriented language revitalization framework. Such framework values and incorporates existing social relationships in praxis, and requires researchers and practitioners to humbly recognize the work of power in social relations and develop a trusting, reflective bond with the villagers before rushing to impose agendas. This dissertation contributes to the scholarship of language policy and planning by incorporating sociocultural learning theories designed to generate praxis-oriented analysis. By contextualizing identity and SLA processes in an Indigenous context, the study also illuminates the affective dimension of language learning and education. Overall this study offers valuable insights for scholars, educators, and practitioners interested in community-based language education. Equally important, this research represents the voices of multiple generations of Truku people, deeply committed to ensuring that future generations remain connected to their heritage language, knowledge system, and ways of being.
ContributorsLin, Man-chiu (Author) / Mccarty, Teresa L. (Thesis advisor) / Romero-Little, Mary Eunice (Committee member) / Swadener, Elizabeth B. (Committee member) / Davis, Kathryn A. (Committee member) / Arizona State University (Publisher)
Created2014
Description
Relationships are the heart of Anishinaabeg culture and language. This research proposes understanding Anishinaabemowin, the language of Ojibwe, Ottawa, and Potawatomi peoples, as a living, historical, and spiritual member of the cultural community. As a community member, the language is the Oldest Elder. This understanding provides a relational lens through which one can understand language history from an Indigenous perspective. Recent scholarship on Indigenous languages often focuses on the boarding school experiences or shapes the narrative in terms of language loss. A relational understanding explores the language in terms of connections. This dissertation argues that the strength of language programs is dependent on the strength of reciprocal relationships between the individuals and institutions involved. This research examines the history of Anishinaabemowin classes and programs at three higher educational institutions: Bemidji State University, University of Michigan, and Central Michigan University. At each institution, the advocates and allies of Oldest Elder fought and struggled to carve space for American Indian people and the language. Key relationships between advocates and allies in the American Indian and academic communities found ways to bring Oldest Elder into the classroom. When the relationships were healthy, Oldest Elder thrived, but when the relationships shifted or weakened, so did Oldest Elder's presence. This dissertation offers a construct for understanding Indigenous language efforts that can be utilized by others engaged in language revitalization. The narrative of Oldest Elder shifts the conversation from one of loss to one of possibilities and responsibilities.
ContributorsMead, Chelsea M (Author) / Fixico, Donald L. (Thesis advisor) / Mccarty, Teresa L. (Committee member) / Osburn, Katherine M. B. (Committee member) / Arizona State University (Publisher)
Created2014
Description
The growing population of American Indian students who attend off-reservation school has been under researched. This absence in American Indian education research, their unique needs, and their growing numbers warrant more attention. To address this absence in education research literature, this study captures the experiences of American Indian students in an off-reservation high school. Through Social Reproduction Theory and Cultural Capital Theory this qualitative study makes known the varying ways that American Indian students in off-reservation high schools comply and resist formal schooling. Through interviews and observations of these students, in addition their teachers and administrators, I document and interpret their experiences. The data suggest that American Indian students strongly connect to and use their tribal identities to negotiate school. By recognizing the rules of the school, these students employ different forms of cultural and social capital, specifically the importance of space and forms of communication. Even though their high school has a high population of American Indian students, they continue to experience challenges in academic success through stereotypical assumptions, expected roles, and structural barriers. Illustrating student identity as effects of the social reproduction process clearly demonstrates resistance, compliance, and agency of these students in their high school.
ContributorsBegay, Victor H (Author) / Margolis, Eric (Thesis advisor) / Mccarty, Teresa L. (Committee member) / Appleton, Nicholas (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study examines the genesis, practice, and Native experiences of stakeholders with two Arizona kindergarten through 12th grade (K-12) statute that mandate instruction of Native American history. The research questions relate to the original intent of the policies, implementation in urban school districts, how Native American parents experienced Native American history in their own education and their aspirations for this type of instruction in their children's education. Lomawaima and McCarty's (2006) safety zone theory was utilized to structure and analyze data. Critical Indigenous Research Methodologies (CIRM) (Brayboy, Gough, Leonard, Roehl, & Solym, 2012; Smith, 2012) was used in this interpretive policy analysis and phenomenological research study. Interviews were conducted with policymakers, a department of education official, urban school district personnel, and Native American parents with children in the pertinent school districts. Data included in-depth interview and legislative committee meeting transcripts, artifacts including bill versions, summaries and fact sheets, school board manuals, and the state social studies standards. The findings indicate that the intent of the statutes was to foster a better understanding among students (and hence, the state's citizenry) leading toward reciprocal government-to-government relationships between tribal nations and non-tribal governments. Teaching sovereignty and self-determination were fundamental. Although the school-based participants had limited knowledge of the policies, the district personnel believed they implemented the mandates because the state social studies standards were utilized to frame instruction. However, the 45 social studies standards related to Native Americans focus on extinct (referred to as historic in the standards) Native societies. The social studies standards ignore contemporary tribal nations and are thus inefficacious in supporting the goal of a better understanding of sovereignty, or in supporting Native American self-determination. The Native parent participants defied stereotypical images; they were involved in their children's educational attainment and were reintroducing cultural and tribal capital. Recommendations include allocating funds to support implementation of the policies at the local school and state levels, establishing culturally responsive curriculum that recognizes and promotes tribal nations and tribal sovereignty, and strengthening relationships between tribal nations, school districts, and the state department of education.
ContributorsBenally, Cynthia (Author) / Mccarty, Teresa L. (Thesis advisor) / Brayboy, Bryan Mck. J. (Thesis advisor) / Tippeconnic, Iii, John W. (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study examines the contemporary school placement decisions of Navajo parents in the reservation community of Piñon, Arizona. School placement decisions are defined as the school where the parent chooses to enroll his/her child for schooling. Twelve Navajo parents participated in this qualitative study, which explored their past educational experiences in order to garner insight into the current school placement choices they have made for their children. Navajo parents who live within the community of Piñon, AZ who currently have school-aged children living in their household were recruited to participate in this study. Participants took part in 60- to 90-minute interviews that included questions related to their prior educational experiences and current school placement choices for their children. Parents were given an opportunity to reflect about the school placement decisions they have made for their children. The variety of schools Navajo parents are able to choose from were illuminated. These findings have implications for education decision makers by providing insight into which schools parents are choosing and why. The study will assist Navajo Nation policy makers in future educational planning, and may have more general implications for American Indian/Alaskan Native education. This may assist Navajo Education policy makers in making future decisions regarding the newly developed Navajo Department of Education and its education planning. Participants will also benefit from the study by being able to understand how the past has impacted the school placement choices they have made. In doing so parents may be better able to articulate the impetus behind the choices they make for their children, thereby becoming better advocates for themselves and their children. The results of this study impacts scholarly literature as a new viewpoint in the area of school choice. Navajo parents represent a distinct group who make educational choices within a specific context. This study is unique as the impact of historical Indian education policies is considered. Future studies can further expand on the topic creating a unique area of research in the field of Indian education.
ContributorsLansing, Danielle R (Author) / Mccarty, Teresa L. (Thesis advisor) / Romero-Little, Mary Eunice (Committee member) / Frederick, Dale (Committee member) / Arizona State University (Publisher)
Created2011
Description
This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their literacy instruction practices within their reading-workshops. Weekly inquiry group conversations between teachers and researcher informed a perspective of learning as participation. During the semester-long study, two key questions guided design and implementation: 1) What is the nature of teachers' learning experiences related to their literacy instruction practices, contextualized within an inquiry group? 2) How do those learning experiences reflect and/or refract the community, interpersonal, and individual planes of analysis? An ethnographic perspective informed data collection and analysis; data were collected through weekly inquiry-group conversations, bi-weekly classroom observations, and in-depth interviews. A learning framework of community, interpersonal, and individual planes of analysis served as an analytic tool used in conjunction with a modified analytic induction. Teachers' case studies offer unique accounts of their learning, contextualized within their specific classrooms. Findings are discussed through narrative-based vignettes, which illustrate teachers' learning trajectories. On the community plane, apprenticeship relationships were evident in teachers' interactions with students' parents and with one another. Interpersonal interactions between teachers demonstrated patterns of participation wherein each tried to teach the other as they negotiated their professional identities. Analysis of the individual plane revealed that teachers' past experiences and personal identities contributed to ways of participation for both teachers that were highly personal and unique to each. Affective considerations in learning were a significant finding within this study, adding dimensionality to this particular sociocultural theory of learning. The ways teachers felt about themselves, their students, their community, and their work constituted a significant influence on what they said and did, as demonstrated on all three planes of analysis. Implications for practice include the significance of professional development efforts that begin at the site of teachers' questions, and attention to teachers' individual learning trajectories as a means to supporting educators to teach in more confident and connected ways.
ContributorsSteeg, Susanna Mae (Author) / Mccarty, Teresa L. (Thesis advisor) / Fischman, Gustavo E. (Committee member) / Marsh, Josephine P. (Committee member) / Smith, Karen (Committee member) / Arizona State University (Publisher)
Created2011
Description
There has been a push to create and implement school wellness policies. Childhood obesity statistics suggest that schools may have an important role to play in promoting wellness. Childhood obesity has become a significant problem in the United States. The percentage of obese children in the United States has more than doubled since 1970, and up to 33% of the children in the United States are currently overweight. Among the 33% of children who are overweight, 25% are obese, and 14% have type 2 diabetes, previously considered to be a condition found only in adults. This mixed-method study with a string qualitative component study examined three aspects of federally mandated local wellness polices. The study investigated the policies themselves, how the policies are understood in the local school setting, with a particular focus on the impact the policies have had on school meals. The bulk of the research data was generated through 8 in-depth interviews. The interviews were conducted with key stakeholders within 2 elementary school districts in Arizona. In addition, the evaluation of 20 local wellness polices was conducted via a rubric scoring system. The primary component found to be lacking in local wellness policies was the evaluation method. Recommendations for school districts include the establishment of a clear method of measurement.
ContributorsCrawford, Sara S (Author) / Mccarty, Teresa L. (Thesis advisor) / Molnar, Alex (Thesis advisor) / Montoya, Araceli (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study addresses racial segregation in schools by examining the self-selecting patterns of middle class Asian immigrant parents in a public non-charter school district who enrolled their children in specialized academic programs. This phenomenological study focused on the educational history and the decision-making process of school choice in a sample of 11 Chinese and Vietnamese immigrant parents; a majority of them were identified as Chinese mothers. This study was conducted to answer the research questions: (R1) How do the parents' past experiences play a role in their perception of specialized academic programs and the decision-making process of selecting a school? (R2) What kind of informational networks or sources are used to make school choice? (R3) What are parents' notions of academic achievement or success for their children? (R4) How do parents' perceive specialized programs after engaging in them? This study sought to understand the relationship between the parents' own educational experiences and their negotiation of school choice for their children by collecting data through interviews, focus groups, and artifact documents. This study found that (1) the competitive conditions of the parents' educational experiences attributed to their sociocultural belief of education as social mobility which was a significant factor in their selection of an advanced program and expectations of high academic achievement; (2) mothers identified school reviews from friends as the most important information they obtained when they made school choice; these reviews took place in their coethnic social networks in Chinese language schools that offered their children heritage language development, academic, and nonacademic-based extracurricular classes; and (3) parents indicated that school choice is a continuous evaluative and comparative process. Overall, the study highlights the participants' bimodal acquisition of school advantages for their children in market-oriented school systems and the roles parents play in establishing cultural norms in making school choice. In return, these norms have depicted the participants in the model minority role, which leads to the perpetuation of the racist stereotype of all Asians as high achievers. This study has presented a multi-layered perspective of how middle class Chinese and Vietnamese American immigrant parents capitalize on specialized academic programs.
ContributorsPadilla, Hoang-Thuy (Author) / Brayboy, Bryan M.J. (Thesis advisor) / Lee, Stacey J. (Committee member) / Mccarty, Teresa L. (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsDebussy, Claude, 1862-1918 (Composer)