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Crossing cultures: how Hispanic youth adapt
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Velez, Judith. Crossing cultures: how Hispanic youth adapt. Retrieved from https://doi.org/doi:10.7282/T3CN748Z

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Uniform TitleCrossing cultures: how Hispanic youth adapt
NameVelez, Judith (author); Baer, Judith (chair); Moreno, Claudia (internal member); Munch, Shari (internal member); Guarnaccia, Peter (outside member); Rutgers University; Graduate School - New Brunswick
Date Created2008
Other Date2008-01 (degree)
SubjectSocial Work, Latin Americans--United States--Ethnic identity, Immigrants--United States--Ethnic identity, Minority students
Extentxii, 302 pages
DescriptionDespite the large number of Hispanic families living in the US, Hispanic adolescents' experience of adjustment to a different culture has been under-studied. Traditionally, survey instruments have been the primary method of assessing acculturation, which has not fully captured the complexity of the immigration and adaptation process. This study used qualitative methods to elicit the experiences and processual nature of acculturation among Hispanic adolescents. The purpose of the study was to identify the specific issues that Hispanic youth face as they acculturate to the US. In addition, the study sought to identify the role schools can take in facilitating their adjustment.
The study's design included the use of ten focus groups (53 students) comprised of 7th and 8th grade students in two public schools in a northeastern, mid-sized city, and individual interviews with three staff members. The student participants were largely Mexican, Dominican and Honduran. The students represented a wide spectrum of Hispanic acculturation experiences, ranging from the newly arrived to second-generation status. Their concerns reflected the influence of a variety of contextual factors.
The results indicate that there are significant differences between the 1st and 2nd generation participants. The topics of importance to the participants depended on where they were located along the adaptational process. Issues of the newly arrived were relative to their native countries, while the issues of the more acculturated participants were relative to the mainstream United States culture. The topics discussed by the members of the school staff were generally consistent with those of the students. However, they had additional concerns regarding the low levels of educational skills they observed with new entrants into the schools. The school personnel also highlighted the contextual issues that challenge Hispanic youth's educational functioning.
NotePh.D.
NoteIncludes bibliographical references (p. 227-255).
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3CN748Z
LanguageEnglish
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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