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Perspectives of Hispanic immigrant s...

Barrientos, Luz.

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Perspectives of Hispanic immigrant students on their social adjustment and academic experiences: A phenomenological study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Perspectives of Hispanic immigrant students on their social adjustment and academic experiences: A phenomenological study./
Author:	Barrientos, Luz.
Description:	167 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2851.
Contained By:	Dissertation Abstracts International70-08A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3369632
ISBN:	9781109319910

Perspectives of Hispanic immigrant students on their social adjustment and academic experiences: A phenomenological study.
Barrientos, Luz.

Perspectives of Hispanic immigrant students on their social adjustment and academic experiences: A phenomenological study. - 167 p.

Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2851.

Thesis (Ed.D.)--Walden University, 2009.

Research found that the Hispanic population is the largest and least educated minority in the United States and that Hispanic immigrant students lack educational opportunities. The purpose of this qualitative phenomenological study was to understand the social and academic adjustment of Hispanic immigrant high school students. Ogbu's work on the academic achievement of minority students provided the theoretical foundation. The research questions examined Hispanic immigrant students' academic experiences, relationships with teachers and other students, language barriers, parental involvement, and encounters with discrimination and prejudice. Data were collected through semi-structured interviews with 8 Hispanic immigrant students in a public suburban high school. Data were analyzed by typological analysis including both predetermined and inductive typologies. Findings showed that Hispanic immigrant students' experiences varied. Students moved to the United States at different ages; some at age 3 or 5, others at age 12. Certain students were doing well academically and taking challenging classes, while others faced language barriers and were taking less competitive classes. Some students reported socializing primarily with African American and Hispanic students, while others socialized only with White American students. Most of the students reported not directly encountering any discrimination, but stated that their Hispanic classmates had sensed discrimination from students and teachers. A recommendation is that teachers and administrators should not generalize Hispanic immigrant students since their characteristics and experiences vary considerably. The social change implication is that educators who better understand students' diversity may be able to enhance the teaching and learning process, leading to increased student achievement and fewer dropouts.

ISBN: 9781109319910Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Perspectives of Hispanic immigrant students on their social adjustment and academic experiences: A phenomenological study.
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245 1 0 $a Perspectives of Hispanic immigrant students on their social adjustment and academic experiences: A phenomenological study.
300 $a 167 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2851.
500 $a Adviser: Marydee Spillett.
502 $a Thesis (Ed.D.)--Walden University, 2009.
520 $a Research found that the Hispanic population is the largest and least educated minority in the United States and that Hispanic immigrant students lack educational opportunities. The purpose of this qualitative phenomenological study was to understand the social and academic adjustment of Hispanic immigrant high school students. Ogbu's work on the academic achievement of minority students provided the theoretical foundation. The research questions examined Hispanic immigrant students' academic experiences, relationships with teachers and other students, language barriers, parental involvement, and encounters with discrimination and prejudice. Data were collected through semi-structured interviews with 8 Hispanic immigrant students in a public suburban high school. Data were analyzed by typological analysis including both predetermined and inductive typologies. Findings showed that Hispanic immigrant students' experiences varied. Students moved to the United States at different ages; some at age 3 or 5, others at age 12. Certain students were doing well academically and taking challenging classes, while others faced language barriers and were taking less competitive classes. Some students reported socializing primarily with African American and Hispanic students, while others socialized only with White American students. Most of the students reported not directly encountering any discrimination, but stated that their Hispanic classmates had sensed discrimination from students and teachers. A recommendation is that teachers and administrators should not generalize Hispanic immigrant students since their characteristics and experiences vary considerably. The social change implication is that educators who better understand students' diversity may be able to enhance the teaching and learning process, leading to increased student achievement and fewer dropouts.
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650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 70-08A.
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790 1 0 $a Miller-Nara, Lorraine $e committee member
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