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Identity development of Mexican and ...

Harrell, Kathleen A.

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Identity development of Mexican and Vietnamese immigrant students: A study of adult learners in community colleges.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Identity development of Mexican and Vietnamese immigrant students: A study of adult learners in community colleges./
作者:	Harrell, Kathleen A.
面頁冊數:	194 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0390.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3122350
ISBN:	0496697000

Identity development of Mexican and Vietnamese immigrant students: A study of adult learners in community colleges.
Harrell, Kathleen A.

Identity development of Mexican and Vietnamese immigrant students: A study of adult learners in community colleges. - 194 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0390.

Thesis (Ed.D.)--University of Houston, 2004.

This qualitative study examined the identity development of five first- and second-generation adult Mexican and Vietnamese-American community college students. Its purpose was to understand (a) their perceptions as to how they constructed their identity as they moved through their school experiences; (b) how they interpreted their experiences and the categorical references that educators and societies placed on them as they were engaged in that construction, and (c) how they interpreted their cultural adaptations and educational attainments. Qualitative research data were collected through a series of semi-structured personal interviews. Data were analyzed through inductive analytical processes.

ISBN: 0496697000Subjects--Topical Terms:

1018008
Education, Community College.

Identity development of Mexican and Vietnamese immigrant students: A study of adult learners in community colleges.
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245 1 0 $a Identity development of Mexican and Vietnamese immigrant students: A study of adult learners in community colleges.
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500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0390.
500 $a Adviser: Yali Zou.
502 $a Thesis (Ed.D.)--University of Houston, 2004.
520 $a This qualitative study examined the identity development of five first- and second-generation adult Mexican and Vietnamese-American community college students. Its purpose was to understand (a) their perceptions as to how they constructed their identity as they moved through their school experiences; (b) how they interpreted their experiences and the categorical references that educators and societies placed on them as they were engaged in that construction, and (c) how they interpreted their cultural adaptations and educational attainments. Qualitative research data were collected through a series of semi-structured personal interviews. Data were analyzed through inductive analytical processes.
520 $a Participants were three second-generation Mexican-American and two first-generation Vietnamese-American adult students, who had most of their education in the United States. All of lacked or unevenly possessed those influences of family education, income and support, high academic achievement, and the benefit of schools that encouraged college attendance that have been identified as predictors of college enrollment and retention.
520 $a Each student demonstrated a high degree of self-pride, a strong commitment to their cultural heritage with a comfortable accommodation to American life and a firm determination to succeed educationally. Analysis of the data found that each student identified a personal goal that they thought would be achieved by their educational pursuits. The source and content of these goals varied but in each case it appeared be based on a synthesis of strong family and traditional cultural values; the influence of an individual whom they respected; and an accommodation to and desire freely to participate in the American society in which they found themselves. From these influences the students created an identity that gave them a positive perception not only of who they were, but of whom they might become through the opportunities that society presents to them and the education they were pursuing while still retaining a strong sense of their cultural roots.
520 $a This study supports previous studies concerning the importance of intention, expectation, and goal setting behaviors of college students. According to the findings of this study, the strongest factor influencing theses community college students was their goal seeking and self-directed behaviors.
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