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"I was born here but I'm not anAmeri...

Rierson, Stacy Leigh.

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"I was born here but I'm not anAmerican": Understanding the United States history curriculum through the eyes of Latino students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"I was born here but I'm not anAmerican": Understanding the United States history curriculum through the eyes of Latino students./
Author:	Rierson, Stacy Leigh.
Description:	561 p.
Notes:	Adviser: Steven Miller.
Contained By:	Dissertation Abstracts International67-05A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3217409
ISBN:	9780542669569

"I was born here but I'm not anAmerican": Understanding the United States history curriculum through the eyes of Latino students.
Rierson, Stacy Leigh.

"I was born here but I'm not anAmerican": Understanding the United States history curriculum through the eyes of Latino students. - 561 p.

Adviser: Steven Miller.

Thesis (Ph.D.)--The Ohio State University, 2006.

The purpose of this investigation was to explore Latino students' perceptions of the US History curriculum at one high school in the Eastern United States. The ultimate objective was to understand if the US History classes are serving the perceived needs of Latino students. Latinos are 40% of our nation's minorities, are the youngest population group, and are the fastest growing.

ISBN: 9780542669569Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

"I was born here but I'm not anAmerican": Understanding the United States history curriculum through the eyes of Latino students.
LDR:03344nam 2200349 a 45 001 974136
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035 $a (UMI)AAI3217409
035 $a AAI3217409
040 $a UMI $c UMI
100 1 $a Rierson, Stacy Leigh. $3 1298080
245 1 0 $a "I was born here but I'm not anAmerican": Understanding the United States history curriculum through the eyes of Latino students.
300 $a 561 p.
500 $a Adviser: Steven Miller.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1689.
502 $a Thesis (Ph.D.)--The Ohio State University, 2006.
520 $a The purpose of this investigation was to explore Latino students' perceptions of the US History curriculum at one high school in the Eastern United States. The ultimate objective was to understand if the US History classes are serving the perceived needs of Latino students. Latinos are 40% of our nation's minorities, are the youngest population group, and are the fastest growing.
520 $a The social studies is the ideal curriculum area for challenging the dominant worldview and teaching about the diversity present in the classroom, the nation, and the world; therefore, learning more about socio-culturally inclusive social studies curriculum and pedagogy is an important consideration. This project is significant because it intersects with topics essential to the future of our nation: schools, the social studies curriculum, culturally and linguistically diverse (CLD) students, and students' perspectives. Furthermore, the focus of this research overlaps with the reality of today's educational system: state content standards and high stakes testing. All of these aspects will be addressed.
520 $a This study was influenced by Latino Critical Theory. LatCrit is an outgrowth of Critical Race Theory (hereafter known as CRT). CRT interrogates how research is traditionally done by forefronting race to demonstrate the depth of inequality that exists across society. LatCrit builds on the five themes of CRT while adding perspectives unique to Latino experiences in the United States such as language acquisition, cultural background, gender, ethnicity, immigration status, and colonial experience.
520 $a Data were collected for six months at Crawford High School (name changed). The data sources included observation notes, interview transcripts from students, teachers, administrators, and a State Board of Education member, the researcher's journal, and document analysis of the State Social Studies Standards and a practice version of the State Graduation Test.
520 $a Data were analyzed utilizing the lens of la frontera. La frontera underscores the displacement and transitionality of identities, pertinent to the lives of the student-participants. In addition, these theories, which manifest themselves as metaphorical tropes, compliment LatCrit, the lens through which I view my research. (Abstract shortened by UMI.)
590 $a School code: 0168.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0282
690 $a 0533
690 $a 0534
690 $a 0631
710 2 0 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 67-05A.
790 $a 0168
790 1 0 $a Miller, Steven, $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3217409