Student as Cultural Worker [microform] : A Dialectical Framework / Kenneth P. Gonzalez.
This paper describes the construction of an alternative framework for minority, specifically Chicano, student participation in predominantly Anglo colleges and universities. The framework described in this paper is based on a two-year, in-depth study investigating the experiences and actions of two...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1998.
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MARC
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| 100 | 1 | |a Gonzalez, Kenneth P. | |
| 245 | 1 | 0 | |a Student as Cultural Worker |h [microform] : |b A Dialectical Framework / |c Kenneth P. Gonzalez. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 26 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 15, 1998). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED421902. | ||
| 520 | |a This paper describes the construction of an alternative framework for minority, specifically Chicano, student participation in predominantly Anglo colleges and universities. The framework described in this paper is based on a two-year, in-depth study investigating the experiences and actions of two first-generation college students who identify themselves as Chicano. Through interpretation of interviews, observations, and documents, an in-depth understanding of the nature of their experiences and actions on a predominately Anglo university in the Southwest United States was gained. The culmination of this understanding was captured in the construction of a grounded (Glaser & Strauss, 1967), conceptual framework. Development of the framework took place in three stages: first, the role of students as cultural workers was posited, highlighting the ways in which the students took active roles in fighting their marginalization. The next stage focused on the ways in which Chicano culture provided "cultural nourishment" for the students in their role as cultural workers. Finally, the framework suggests that students seek to provide synthesis between their own culture and the university culture in such a way that it creates cultural transformation and liberation. (Contains 17 references.) (Author/MAB) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 0 | 7 | |a Biculturalism. |2 ericd. |
| 650 | 1 | 7 | |a College Students. |2 ericd. |
| 650 | 1 | 7 | |a Cultural Awareness. |2 ericd. |
| 650 | 0 | 7 | |a Cultural Influences. |2 ericd. |
| 650 | 0 | 7 | |a Cultural Interrelationships. |2 ericd. |
| 650 | 0 | 7 | |a Cultural Pluralism. |2 ericd. |
| 650 | 1 | 7 | |a Culture Conflict. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Mexican Americans. |2 ericd. |
| 650 | 1 | 7 | |a Minority Group Influences. |2 ericd. |
| 650 | 0 | 7 | |a Minority Groups. |2 ericd. |
| 650 | 0 | 7 | |a Sociocultural Patterns. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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