A FRAMEWORK FOR UNDERSTANDING MULTICULTURAL IDENTITIES: An Investigation of a Middle Level Student's French-Canadian Honduran-American (Mestizo) Identity
Notice bibliographique
Résumé
This study investigates 1 middle level student of mixed heritage and his siblings as they assimilated and achieved within a small urban community. The main case focuses on 1 adolescent's experiences both in and out of schools. How this middle grade student identified and was treated had vast effects on his educational performance, adding insights to the racial and cultural identity complexities of adolescents of mixed heritage. The ethnographic case study draws on interpretivist methodology, joining writing as inquiry and analysis through a poststructuralist perspective. A multicultural framework emerges by which the identity of the student can be better understood. The use of this framework, with reconstructions of identity toward social justice, also elucidates the student's identity experiences and may do so for other adolescents of mixed background. Inasmuch, it further demonstrates the strong yet contradictory relationship between assimilation and achievement to that of multicultural identity constructs.Investigating how and why adolescents of mixed heritage construct their personal identities is important. Gollnick and Chinn (2009) report that more than 4 of 10 students in prekindergarten-12 schools currently are students of color; by 2020 it is anticipated they will comprise nearly 50% of all elementary and secondary students, with 40% of the U.S. projected to be non-White (i.e., African American, Latino, Asian American, and/or American Indian). However, the race and sex of their teachers match neither the student nor the general population (p. 2). Therefore, it empowers researchers, educators, and even adolescents to critically understand what factors historically influenced (and con* tinue to affect) mixed identities and why educators might perceive minority adolescents in certain ways. These factors are both ethnographical and phenomenological, equally impacting identity (Amundsen-Meyer, 2011; Probert, 2006).This study investigates the particular identity construct of one adolescent's experience, and considers the similar experiences of his two siblings. Two interrelated research questions guide this investigation: (1) In what ways has the perspective changed for understanding the mixed identity journeys of adolescents? (2) Does this perspective elucidate the racial and cultural identity complexities of other adolescents with mixed identity? What naturally emerges is a multicultural framework by which the journeys of these siblings can be understood; it offers other adolescents of mixed heritage a voice as they continue assimilating and achieving within dominant American schools. This framework is the dichotomous discourse of pain and privilege which elucidates the indigenous voice.To explain the development, this paper will open with a theoretical framework over minority populations, with a brief history on factors of Mestizo influence. Details of the resulting minor caste system provide a context for how minorities are seen and how their assimilation and achievement are then strongly influenced by their identity construct. Educators' perceptions and attitudes toward cultural affiliation are also described. The case of one adolescent's mixed identity journey is then explored, suggesting how other minority adolescents might navigate their mixed identity constructs.THEORETICAL FRAMEWORKOgbu (1991) explained how people of minority status operate from imposed identities, or certain identities forced upon them during their transitions from school to school. Some minorities actually create for themselves what Ogbu (1992) called cultural inversion. Such minority group behaviors and collective identities (Ogbu, 2004) run against or deny academic norms when minorities wish to misidentify with or resist against the dominant academic culture. In this sense, the mixed identities that adolescents choose may not be the same ones they believed they had (Ogbu, 1991).In modem society, many adolescents of mixed identity/heritage may consider themselves to be of a minority population. …
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| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,001 | 0,002 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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