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"I'm here, I'm listening, teach me!"...

Gunnoe, Diana Davo.

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"I'm here, I'm listening, teach me!" A study of Mexican-American girls' narratives in the context of their experiences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"I'm here, I'm listening, teach me!" A study of Mexican-American girls' narratives in the context of their experiences./
作者:	Gunnoe, Diana Davo.
面頁冊數:	277 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Multicultural Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663264
ISBN:	9781321864700

"I'm here, I'm listening, teach me!" A study of Mexican-American girls' narratives in the context of their experiences.
Gunnoe, Diana Davo.

"I'm here, I'm listening, teach me!" A study of Mexican-American girls' narratives in the context of their experiences. - 277 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--New Mexico State University, 2015.

This item must not be sold to any third party vendors.

This qualitative study sought to understand how the experiences and stories of 9th to 12th grade 15 to 17 year old Mexican-American female adolescents from a low socioeconomic community in northern South Texas gave meaning to their cultural lives by identifying, acknowledging, and documenting their strengths.

ISBN: 9781321864700Subjects--Topical Terms:

2122919
Multicultural Education.

"I'm here, I'm listening, teach me!" A study of Mexican-American girls' narratives in the context of their experiences.
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100 1 $a Gunnoe, Diana Davo. $3 3174439
245 1 0 $a "I'm here, I'm listening, teach me!" A study of Mexican-American girls' narratives in the context of their experiences.
300 $a 277 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Rudolfo Chavez Chavez.
502 $a Thesis (Ph.D.)--New Mexico State University, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This qualitative study sought to understand how the experiences and stories of 9th to 12th grade 15 to 17 year old Mexican-American female adolescents from a low socioeconomic community in northern South Texas gave meaning to their cultural lives by identifying, acknowledging, and documenting their strengths.
520 $a In the literature, Hispanic adolescent girls' growth and development many times was described in deficit terms and demographic trends were used to support and document such findings. In Texas, Mexican-American girls, the largest minority, are plagued by negative descriptors and at risk labels, such as high teen pregnancy rate, a dropout rate, and consequently, a low graduation rate. Many Mexican-American girls were depicted through this deficit lens. Additionally, other labels of disernpowerment including "at risk", "second language speaker", "limited English proficient", "single parent home", and/or "low socio-economic status" were used within the deficit framework (Valencia, 1997).
520 $a Data collected illuminated how Mexican-American girls used a language of strength and fortitude via semi-structured interviews, through dialogue, and personal journaling informed and possibly validated the type of language and stories girls practiced to create a sense of empowerment in their cultural lives.
520 $a The projected findings' goal was to share the documented narratives with Mexican-American girls, so that other girls experience how strength was manifested.
590 $a School code: 0143.
650 4 $a Multicultural Education. $3 2122919
650 4 $a Womens studies. $3 2122688
650 4 $a Hispanic American studies. $3 2122745
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710 2 $a New Mexico State University. $3 783784
773 0 $t Dissertation Abstracts International $g 76-10A(E).
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