The purpose of this study was to qualitatively examine the experiences of Latino/a university students who grew up interpreting and translating for their parents or still did. The sample consisted of 14 self-identified language brokers. The study focused on the stressors associated with language brokering, the parent child relationship, perceptions on how public facilities can help with the process of language brokering and the gifts or positive attributes gained due to their experiences. Participants shared various settings in which they language brokered. Stressors included challenges with terminology, having many demands, pressure and expectations from their parents, and having adult responsibilities. Language brokering was not perceived to negatively affect the parent-child relationship, and participants shared their views on how systems can help in providing efficient services for their limited English proficient parents. Participants mentioned various gifts/benefits gained, including fluency and ethnic identity. Implications for research and social work practice are discussed.
|Advisor:||Brocato, Jo, Meyer-Adams, Nancy|
|Commitee:||Brocato, Jo, Green, Yolanda, Washington, Thomas Alex|
|School:||California State University, Long Beach|
|Department:||Social Work, School of|
|School Location:||United States -- California|
|Source:||MAI 54/04M(E), Masters Abstracts International|
|Subjects:||Social work, Hispanic American studies|
|Keywords:||Brokering, Langauge, Latino students, Students, Universities|
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