This qualitative study explores the experiences of 10 young adults whose parents are Oaxacan immigrants and have been involved in a hometown association in the United States. The overarching theoretical and conceptual framework of Latina/o critical race theory and pedagogies of the home guide this study. This study centers the experiences of the participants by utilizing the lens of pedagogies of the home, which validate the learned knowledge in an informal educational setting such as the community and home. This research describes the ethnic identity development of young adults between the ages of 16-24 in relation to parental hometown association community involvement.
|Commitee:||Moreno-Alcaraz, Rosa, Pérez Huber, Lindsay|
|School:||California State University, Long Beach|
|Department:||Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 58/05M(E), Masters Abstracts International|
|Subjects:||Education, Latin American Studies, Developmental psychology, Personality psychology|
|Keywords:||Ethnic identity, Immigrants, Indigenous, Oaxaca, Oaxacan, Southern california|
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