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Document Type:Latin Dissertation
Language of Document:English
Record Number:54794
Doc. No:TL24748
Call number:‭3263142‬
Main Entry:Chui Kian Smidt
Title & Author:Race, *class, and gender: Immigrant understandings in an English as a second language college writing classChui Kian Smidt
College:University of Minnesota
Date:2007
Degree:Ph.D.
student score:2007
Page No:201
Abstract:Because of the increase in minority immigrant student enrolment in the K-12 and consequently the higher educational system, there is a corresponding need to ensure that their specific needs are taken care of. Postsecondary multicultural developmental education can be part of the solution. This dissertation, therefore, examines the racial, class, and gender identities of four immigrant students of color and their understandings of the topics of race, class, and gender in a college freshmen composition course in an ESL program within the developmental education college of a predominantly white urban Midwestern research university. This course, exemplifying Banks' (2004a) transformation approach of multicultural curriculum, focuses on the theme of race, class, and gender. Using Bourdieu's (1991) theory of practice that focuses on multiple identities and the intersection of these identities, the dissertation's research question is: In what ways does the content of a multicultural writing class facilitate students' examination of their own identities in terms of race, class, and gender, and their understandings of the topics of race, class, and gender? The four participants of this qualitative multiple case study, chosen based on race (African, Middle Eastern, Latino) and gender (male, female), were: Deedar (Afghani male), Husdy (Oromo male), Lucia (Mexican female), and Mubashir (Somali female). The data sources consisted of observation fieldnotes, a mapping exercise, student interviews and follow-up interviews, instructor interview, in-class discussions, and documents. Data were coded inductively according to arising themes and analyzed at the within-case and cross-case levels. The key findings show that racial, gender, and religious identities were more prominent to participants than identities of sexual orientation and class. There was evidence of predominantly two types of identity intersections, namely intersections of race and intersections of religion. It was also found that a multicultural curriculum was useful in facilitating participants' examination of their own identities. In addition, the dissertation demonstrated that one of the solutions to the social problem of systems of oppression is the cultivation of personal relationships with people of different backgrounds. The study also showed that there is diversity within every group, including supposedly homogenous groups like Muslims.
Subject:Education; Class; English as a second language; Gender; Immigrant; Race; Writing class; Language arts; Bilingual education; Multicultural education; 0282:Multicultural education; 0279:Language arts; 0282:Bilingual education
Added Entry:M. H. Bigelow
Added Entry:University of Minnesota