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Cultural perspectives among children of Guatemalan Maya immigrants in Lake Worth, Florida
Title
Cultural perspectives among children of Guatemalan Maya immigrants in Lake Worth, Florida.
Creator
Sprague, Tara., Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
Abstract/Description
Every day children of Guatemalan Maya immigrants balance two cultures. They reside in The United States and attend American schools but are being raised by their Guatemalan Maya parents. They continually navigate between the two and are faced with challenges daily. Since these children are influenced by two cultures, my interest was primarily on the cultural perspectives of these children, more specifically: what effects does the new culture have on the old? Through volunteering at a...
Show moreEvery day children of Guatemalan Maya immigrants balance two cultures. They reside in The United States and attend American schools but are being raised by their Guatemalan Maya parents. They continually navigate between the two and are faced with challenges daily. Since these children are influenced by two cultures, my interest was primarily on the cultural perspectives of these children, more specifically: what effects does the new culture have on the old? Through volunteering at a Guatemalan Maya after-school program, interviewing and administering the Children's Apperception Test, results showed these children to be influenced by American culture. The biggest indicator, play, was reported to be an important aspect in their lives, which is not considered essential in Maya culture. At the same time, these children keep close ties to their cultural heritage through their strong family ties. Overall, these children are influenced by American culture, but at the same time, keep their heritage.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3352884
Subject Headings
Children of immigrants, Social aspects, Guatemalans, Social conditions, Immigrants, Cultural assimilation, Guatemalan Americans, Ethnic identity
Format
Document (PDF)
effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students
Title
The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students.
Creator
Jean-Jacques, Velouse Jean-Pierre., College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in...
Show moreThe purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3332255
Subject Headings
Florida Comprehensive Assessment Test, Achievement in education, Motivation in education, Children of immigrants, Education, School improvement programs, Educational counseling
Format
Document (PDF)
effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement
Title
The effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement.
Creator
Urbina, Ivett., College of Education, Department of Counselor Education
Abstract/Description
The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in...
Show moreThe purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65])., The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3334099
Subject Headings
Achievement in education, School improvement programs, Children of immigrants, Education, Hispanic American children, Education
Format
Document (PDF)
Family, obligation, and educational outcomes
Title
Family, obligation, and educational outcomes: unraveling the paradox of high aspirations and low academic achievement among the children of Haitian immigrants.
Creator
Nicholas, Tekla., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
Abstract/Description
The desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the...
Show moreThe desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the academic achievement of many Haitian American students. Some students who expected that passing grades would lead to college are unable to pass the FCAT exam required to earn a high school diploma. Surprisingly, the highest levels of academic achievement were attained by the students with the poorest and least educated parents. They displayed extraordinary motivation attributed to a strong sense of familial obligation.
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Date Issued
2008
PURL
http://purl.flvc.org/FAU/77648
Subject Headings
Minorities, Education, Haitian Americans, Education, Children of immigrants, Education, Motivation in education
Format
Document (PDF)