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Dissertation/Thesis Abstract

Staying Rooted: A Mixed Methods Analysis Examining Bilingualism, Familism, and the Parenting Styles Experienced by Latino College Graduates
by Soto, Carmen, Ed.D., University of Southern California, 2019, 151; 27668456
Abstract (Summary)

The rapid and continued growth of the Latino population in the United States is one of the most important demographic trends facing the education system today. The Latino population is expected to grow to 129 million by 2060 (Bernstein, 2015). Despite their population growth, Latino students are underrepresented in higher education, which has strong implications for social mobility. Considering Segmented Assimilation Theory, scholars have pointed to the role of selective acculturation in stronger educational outcomes for immigrant generations (Portes and Fernández-Kelly, 2008; Portes & Rumbaut, 2006). This explanatory sequential mixed-methods study examined selective acculturation through the familism, bilingualism and parenting style experiences of Latino bachelor's degree earners with special attention to gender and generational differences. In Phase 1, 117 participants were surveyed and in Phase 2, 12 participants were interviewed from the initial sample. Results indicate that bilingualism declines in progressive generations but does not lose its utility; strong ethnic identity is utilized as a protective force; and females report lower levels of familism than males, among other findings. This study serves as a testament to Latino students who beat the odds in earning their bachelor’s degree to serve as a counter narrative to research literature emphasizing cultural deficits that lead to poor attainment levels. It also provides a window into understanding how continuing generations expect to pass along heritage and cultural values; highlights the pressures that Latino students face while trying to achieve their goals; and identifies a need for institutional agents to be conscious of the wide range of experiences that Latino students and future immigrant-origin students bring to the classroom. Data is presented to elucidate these themes, limitations are addressed and implications for practice are shared.

Indexing (document details)
Advisor: Chung, Ruth
Commitee: Venegas, Kristan, Chavarin, Veridiana, Curiel, Yajaira
School: University of Southern California
Department: Education(Leadership)
School Location: United States -- California
Source: DAI-A 81/9(E), Dissertation Abstracts International
Subjects: Educational sociology
Keywords: Bilingualism, Familism, eneration, Latino, Parenting style, Selective acculturation
Publication Number: 27668456
ISBN: 9781658438407
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