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ERIC Number: ED514084
Record Type: Non-Journal
Publication Date: 2009
Pages: 297
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-1155-7
ISSN: N/A
The College of Education Family Literacy Program: Exploring the Literacy Experiences of Latino Families
Fessinger, Rosemary Kubiak
ProQuest LLC, Ph.D. Dissertation, The University of New Mexico
This study presents the results of a fifteen-month research project conducted with a group of Latina (Mexicana) immigrant mothers who took part in an after-school family literacy program that was grounded in a participatory approach to education. This family literacy program emphasized a "strengths" perspective by acknowledging the rich resources that all families bring to their children's school experiences. The research explores the experiences of the families, mostly mothers, who participated in this family literacy program and examined how their participation impacted their personal literacy development, their children's academic experiences, and their involvement in the school and broader community. During family literacy meetings, mothers participated in a variety of socially-constructed, culturally relevant activities that revolved around whole-group discussions, children's multicultural (bilingual) literature, guest speakers, and the construction of Heritage Albums. These activities engaged mothers as they developed essential skills that supported them as they became more active in their children's education. Data collected included semi-structured interviews, participant observations, and examination of a variety of documents that included homework and in-class writing samples as well as the mothers' Heritage Albums. Findings revealed that these mothers create and participate in social networks that operate on a variety of levels from an informal social gathering to a rich arena for the exchange of ideas as they relate to the education of their children. The concept of agentive behavior, the act of exerting power over personal circumstances, was also explored. Implications of this study acknowledge the many benefits of family literacy programs that are firmly grounded in a social-constructivist, participatory approach to education. Additionally, the substantial amount of effort and planning that these programs require are acknowledged and suggestions are offered to educators who are interested in designing and implementing programs that honor families' personal style of literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A