Dissertation/Thesis Abstract

Toward Understanding What Shapes Identity, Social Capital, and Homogenization: The Impact on the Hybridized Student
by Lee, Louis, Ed.D., Lewis University, 2009, 217; 3434816
Abstract (Summary)

In 2008 almost half of the children under the age of five in the United States were classified as a minority. The population of students in U.S. public schools is becoming more diverse with more than half classified as non-White or non-Hispanic by the year 2040. How we deal with this increasing diversity is important as we engage in a new category of students who are considered to be culturally hybrid. This study looks at families with culturally hybrid students to understand how identity, social capital, and homogenization impact them in public schools. The research problem in this study examines our public schools and their need to homogenize all cultures. This dissertation argues that public schools do not want to deal with issues of identity that culturally hybrid students bring with them. School personnel help to homogenize students into one dominant culture that places little value on varied forms of social capital that the culturally hybrid student brings with them. Historically, certain racial subgroups of students have been judged based on their performance on standardized tests. With the creation of a new category for culturally hybrid students, this dissertation argues that there continues to be a need to categorize students to combat attempts by schools to place all students into one homogeneous culture. This study uses a mixed-methods approach to gather and analyze data from existing educators in the public schools through the use of an online survey. Families with culturally hybrid students have also been interviewed. This study will provide a foundation for future research and policy changes in the public schools as they become increasingly diversified with an increasing subgroup of culturally hybrid students.

Indexing (document details)
Advisor: Kline, Kip
Commitee: Garrison, Joshua, Whitehead, Dawn
School: Lewis University
Department: Department of Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 72/03, Dissertation Abstracts International
Subjects: Educational leadership, Multicultural Education, Educational psychology
Keywords: Hybrid, Hybridized student, Identity, Minority, Multicultural, Race, Social capital
Publication Number: 3434816
ISBN: 9781124420851
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