Degree Date

6-2020

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Curriculum, Advocacy, and Policy

First Advisor

Dr. Sara Efron

Second Advisor

Dr. Terry Smith

Third Advisor

Dr. Carlos Azcoitia

Abstract

ABSTRACT

This research presents the stories of three Latinx families who participated in an intergenerational family program. I endeavored to understand their experiences navigating the American system of education and their immigrant stories. Their narratives revealed significant details that can serve as integral elements in the development of an intergenerational learning curriculum based on culture, language, and traditions, and that steps away from the assumptions that perpetrate the deficit-based narratives about Latino families and higher education. Their hopes provide points for further research and advocacy. In this qualitative study, I collected data using semi-structured interviews, including documents and artifacts. The most relevant literature includes intergenerational learning, lifelong learning, culturally relevant pedagogy, and funds of knowledge. Moreover, I suggested national and international intergenerational family education programs. In closing, I present the reader with my various identities and my reflections as part of the validity of the study as I am a researcher of color investigating an issue that affects People of Color.

Comments

ACKNOWLEDGEMENTS

Since the beginning of my higher education journey, I have been fortunate to have professors who inspired me and who believed in me. In my undergraduate studies, Dr. Luis Ceja and Professor Rayo Valles were so special to me. Dr. Luis Ceja’s love for literature and philosophy will always stay with me. Professor Rayo Valles showed me what engaging classrooms looked like. Her mastery of pedagogy and her assertiveness are something I continue to aspire to. During my graduate studies, I treasured Dr. Sweeney’s conversations about authentic writing, evoking students’ voices. In my doctoral studies, I continued to be very fortunate. I want to thank my professors in the Curriculum, Advocacy, and Policy program, especially Dr. Sara Efron. I would have not gone this far without her guidance and patience. You have a special place in my heart. I am forever grateful for her wisdom and kindness. My profound appreciation to Dr. Terry Smith and Dr. Carlos Azcoitia. Thank you for never doubting me and for making me feel that I could do this. I am forever grateful to all of you for teachings and your suggestions for this work. Thank you, Dr. Efron, Dr. Smith, and Dr. Azcoitia for pushing me to embrace and amplify my voice. Additionally, I want to extend my gratitude to the families who made this research possible, and to all the families and students who have crossed my path during my career. You are my inspiration. Thank you for allowing me to walk along with you on your educational journey. Lastly, I cannot ignore the violence and oppression perpetrated against People of Color in the United States. With this work, I want to honor brothers and sisters of color unjustly taken from us by acts of violence motivated by racial hatred. Along with that, I acknowledge the grief caused by the global Covid-19 pandemic.

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