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Crossing cultures: how Hispanic youth adapt

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Title
Crossing cultures: how Hispanic youth adapt
Name (ID = NAME001); (type = personal)
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Velez
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Judith
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Judith Velez
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author
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Baer
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Judith
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Advisory Committee
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Judith C. Baer
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chair
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Moreno
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Claudia
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Advisory Committee
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Claudia Moreno
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internal member
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Munch
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Shari
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Advisory Committee
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Shari Munch
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internal member
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Guarnaccia
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Peter
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Advisory Committee
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Peter Guarnaccia
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outside member
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Rutgers University
Role
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degree grantor
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Graduate School - New Brunswick
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school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2008
DateOther (qualifier = exact); (type = degree)
2008-01
Language
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English
PhysicalDescription
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electronic
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application/pdf
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text/xml
Extent
xii, 302 pages
Abstract
Despite 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.
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references (p. 227-255).
Subject (ID = SUBJ1); (authority = RUETD)
Topic
Social Work
Subject (ID = SUBJ2); (authority = ETD-LCSH)
Topic
Latin Americans--United States--Ethnic identity
Subject (ID = SUBJ3); (authority = ETD-LCSH)
Topic
Immigrants--United States--Ethnic identity
Subject (ID = SUBJ4); (authority = ETD-LCSH)
Topic
Minority students
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Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17233
Identifier
ETD_637
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3CN748Z
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
Copyright
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Copyright protected
Availability
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Open
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Name
Judith Velez
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Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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