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Circle as pedagogy: Aboriginal tradition enacted in a university classroom.
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| 2 |
Exploring Factors that Contribute to Academic Persistence for Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions in the Southeast
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In: Doctoral Dissertations and Projects (2013)
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Learning beyond borders: A phenomenological investigation of transnational adult education.
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Negotiating identity in a second-language environment: A narrative study of nine East Asian female international students.
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Abstract:
Sorry, the full text of this article is not available in Huskie Commons. Please click on the alternative location to access it. ; 273 p. ; A narrative study was conducted to investigate how East Asian female international students negotiate their identities in a second-language environment. Nine adult female international students from East Asia participated in this study. Data were collected mainly via taped individual interviews. Two categories emerged from the transcribed interviews: identity development and identity negotiation. This study found that although the participants' identity development can be explained also by their high aspirations to personal growth, their identities were developed mainly by the play of social contexts and individuals. Therefore, the findings challenge the conceptual approach that defines identity as something that develops naturally and make it clear that identity formation may not be detached from social relations of power.This study found that most of the participants experienced what they perceived to be constraints on their identities imposed by the American ideology of cultural homogeneity. The ideology not only attributes a deficient identity to them, but it also involves social injustice issues. Therefore, this study suggests that the responsibility for international students' identity development lies with the international students and with the host society. Although most of the participants experienced constraints on their identities, instead of passively reacting to the dominant cultural and social norms, they strove to construct their agency of identity and depended mainly on less confrontational communication and their psychological resources to negotiate their identities. However, because their emphasis on intraharmony kept them from acting upon the social world, most of the participants had difficulty negotiating a social identity acceptable or desirable to them, although they achieved a positive self-identity. Therefore, their ethnic cultural influences also posed an additional constraint on their identities.The findings of this study suggest that the participants have experienced identity development differently; hence, they render the assumption of a universal pattern of adult identity development inaccurate. However, although each narrated story is different, there is a commonality among the participants' patterns of self- and personal identity development. They all developed a more positive self-perception and a more expressive self-representation than they had before studying in the United States or upon their arrival in the United States.
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Keyword:
Adult and Continuing; Asian American college students Ethnic identity; Bilingual and Multicultural; Education; Higher; Women college students Race identity
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URL: http://hdl.handle.net/10843/11451
http://commons.lib.niu.edu/handle/10843/11451
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Exploring identities: An inquiry into the identity (re)construction of adult immigrants of Filipino heritage with implications for adult ESL programs.
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Lessons learned while suspended between two cultures: The life history of a Latina adult educator.
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Qualitative study of Liberian refugees' adaptation: Implications for nonformal education.
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| 9 |
An investigation of the outcomes of short-term diversity training
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Anchoring: A cross-cultural theory of integration through ESL.
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Interculturalization and the education of professionals: A grounded theory investigation of diversity, multiculturalism and conviction in the physical therapy profession.
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Padres de familias y maestras: Observations of a school program to involve Mexican parents.
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A study of the relationship between selected independent variables and the success of adult Latina/o students at a four-year institution of higher learning in the Midwest.
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A study of the attitudes of Korean adults toward technology-assisted instruction in English-language programs.
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| 15 |
Beyond borders: A validation of the areas and indicators of quality of international education programming in United States two-year colleges.
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History, memory, and ethnic identification in a Swedish-American community: An ethnographic account with implications for multicultural adult education.
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Minority leadership in school-university partnerships: A Rawlsian exposition.
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The gifted and talented bilingual student: A Chicago study.
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| 19 |
The roles of student parents as depicted by black urban welfare teen mothers.
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African-American strategies of successful adaptation in response to diseducation: A phenomenological investigation.
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