Case Studies of Three African-American Families Use of Literacy during Nonschool Hours

Autor/in	Walker, Patricia A.
Titel	Case Studies of Three African-American Families Use of Literacy during Nonschool Hours
Quelle	(2011), (161 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Illinois at Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-6445-7
Schlagwörter	Hochschulschrift; Dissertation; Holidays; Qualitative Research; Mothers; Family Structure; African American Family; Intellectual Development; Case Studies; Literacy; Family Environment; Vacations; Informal Education; Parents as Teachers; Interviews; Observation; Grandparents; Values; Family Attitudes; Parent Attitudes; Reading Attitudes; African American Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Holiday; Feiertag; Ferien; Qualitative Forschung; Mother; Mutter; Familienkonstellation; Familiensystem; Mental development; Geistige Entwicklung; Case study; Fallstudie; Case Study; Alphabetisierung; Schreib- und Lesefähigkeit; Familienmilieu; Holidays; Informelle Bildung; Nichtformale Bildung; Interviewing; Interviewtechnik; Beobachtung; Großeltern; Wertbegriff; Elternverhalten; Reading behavior; Rading behaviour; Leseverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	The use of literacy during non-school hours of three African-American families was examined. This study used a qualitative research design to probe the meanings and value of literacy in the homes of three African-American families during nonschool hours, including before school, after school, weekends, holidays, and summer breaks. The structure of each family was different: a married couple with two daughters, ages 10 and 16, a single working mother and her six-year-old son living with her parents and other siblings, a mother, separated from her husband with an eight-year-old son, living with extended family members. Most of the research of the interviews and conversations were with mothers and grandmothers. Face-to-face interviews, field notes and observations were conducted in the participants' homes and other settings. The findings revealed that each African-American family advocated and valued literacy in the home in ways that influenced the child's intellectual development. Overall, the varied uses of literacy were evident in the homes with parents who had higher educational levels; however, the diversity of non-school literacy-related activities was limited by the family structure, transportation needs, and financial considerations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10