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So very hard to go: An action resea...

The Claremont Graduate University.

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So very hard to go: An action research project on cultural affirmation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	So very hard to go: An action research project on cultural affirmation./
Author:	LaCarra, Roberto David.
Description:	329 p.
Notes:	Adviser: Lourdes Arguelles.
Contained By:	Dissertation Abstracts International70-03A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3351826
ISBN:	9781109083361

So very hard to go: An action research project on cultural affirmation.
LaCarra, Roberto David.

So very hard to go: An action research project on cultural affirmation. - 329 p.

Adviser: Lourdes Arguelles.

Thesis (Ph.D.)--The Claremont Graduate University, 2009.

This action research textbook has been developed as a cultural affirmation method to address the transfer problems faced by Chicano students in community college. The textbook will reach out to students in classrooms and engage them in building social networks that create, support, and reinforce their positive experiences in community college. The primary objective of this project is to provide cultural and practical tools to community college students enrolled in Chicano/a Studies courses so that they can use to replace their fear of failure and potential for self isolation with cultural pride and validation of their achievements. The approach is one of developing and integrating academic material with personal insights, college success strategies, and writing exercises that can guide students to focus on their assets strengths (cultural capital). The action research textbook seeks to encourage students to complete their community college transfer requirements, so that they can transfer to a four year institution, obtain a four year degree, and further develop their cultural, community, and academic identity. Ten Chicano community college instructors who teach or have taught Chicano Studies in California community colleges were asked to evaluate the textbook in terms of (1) historical accuracy; (2) presentation style; and (3) their views regarding the feasibility of the expected outcomes of this action research project. Instructors participated in surveys and semi-structured interviews on the overall effectiveness of the textbook in achieving the expected outcomes. Results indicate that the textbook was an effective educational tool in (1) connecting with community college students; (2) validating and improving self worth of community college students; (3) increased student involvement and academic development of community college students; (4) promoted academic excellence and personal growth of community college students; and (5) positively impacted first year community college students.

ISBN: 9781109083361Subjects--Topical Terms:

1018008
Education, Community College.

So very hard to go: An action research project on cultural affirmation.
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502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2009.
520 $a This action research textbook has been developed as a cultural affirmation method to address the transfer problems faced by Chicano students in community college. The textbook will reach out to students in classrooms and engage them in building social networks that create, support, and reinforce their positive experiences in community college. The primary objective of this project is to provide cultural and practical tools to community college students enrolled in Chicano/a Studies courses so that they can use to replace their fear of failure and potential for self isolation with cultural pride and validation of their achievements. The approach is one of developing and integrating academic material with personal insights, college success strategies, and writing exercises that can guide students to focus on their assets strengths (cultural capital). The action research textbook seeks to encourage students to complete their community college transfer requirements, so that they can transfer to a four year institution, obtain a four year degree, and further develop their cultural, community, and academic identity. Ten Chicano community college instructors who teach or have taught Chicano Studies in California community colleges were asked to evaluate the textbook in terms of (1) historical accuracy; (2) presentation style; and (3) their views regarding the feasibility of the expected outcomes of this action research project. Instructors participated in surveys and semi-structured interviews on the overall effectiveness of the textbook in achieving the expected outcomes. Results indicate that the textbook was an effective educational tool in (1) connecting with community college students; (2) validating and improving self worth of community college students; (3) increased student involvement and academic development of community college students; (4) promoted academic excellence and personal growth of community college students; and (5) positively impacted first year community college students.
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