Publication:
An educational journey: The Puerto Rican experience from student to teacher in U.S. schools
An educational journey: The Puerto Rican experience from student to teacher in U.S. schools
dc.contributor.advisor | Soto Santiago, Sandra L. | |
dc.contributor.author | Medina, Ismael | |
dc.contributor.college | College of Arts and Sciences - Art | en_US |
dc.contributor.committee | Rivera, Rosita | |
dc.contributor.committee | Pratt, Ellen | |
dc.contributor.department | Department of English | en_US |
dc.contributor.representative | Carrero Figueroa, Rebecca | |
dc.date.accessioned | 2018-11-10T21:00:56Z | |
dc.date.available | 2018-11-10T21:00:56Z | |
dc.date.issued | 2018-01-29 | |
dc.description.abstract | This thesis presents the life stories of six Puerto Rican teachers, focusing on their educational experiences as they grew from students to teachers in U.S. schools. Using the Funds of Knowledge theoretical framework, this study documents how these teachers negotiated their cultural backgrounds as Puerto Ricans with their experiences growing up in the U.S. and are now helping an increasingly diverse student population to overcome their own challenges in the classroom. Reflecting the experiences of many of their students, these teachers understand the challenges of migration, grew empowered as they cultivated their identities, and developed diverse language repertoires. This study demonstrates how these teachers are using their experiences as sources of knowledge to guide their students from all backgrounds and, ultimately, proves the value of teachers that match the growing diversity of their students. | en_US |
dc.description.abstract | Esta tesis presenta las historias de vida de seis maestros puertorriqueños, enfocándose en sus experiencias educativas a medida que crecían de estudiante a maestro en las escuelas de EE. UU. Utilizando el marco teórico de Fondos de Conocimiento, este estudio documenta cómo estos maestros negociaron sus bagajes culturales como puertorriqueños con sus experiencias de crecimiento en los Estados Unidos y ahora están ayudando a una población estudiantil cada vez más diversa a superar sus propios desafíos en el aula. Reflejando las experiencias de muchos de sus estudiantes, estos maestros entienden los desafíos de la migración, fueron empoderados mientras cultivaban sus identidades y desarrollaron diversos repertorios de idiomas. Este estudio demuestra cómo estos maestros utilizan sus experiencias como fuentes de conocimiento para guiar a sus alumnos de todos los orígenes y, en última instancia, demuestra el valor de los docentes que coinciden con la creciente diversidad de sus alumnos. | en_US |
dc.description.graduationSemester | Fall | en_US |
dc.description.graduationYear | 2018 | en_US |
dc.identifier.uri | https://hdl.handle.net/20.500.11801/1160 | |
dc.language.iso | en | en_US |
dc.rights.holder | (c) 2018 Ismael Medina | en_US |
dc.rights.license | All rights reserved | en_US |
dc.subject | Funds of Knowledge | en_US |
dc.subject | Education | en_US |
dc.subject | Puerto Rican teachers in the United States | en_US |
dc.subject | Puerto Rican migration | en_US |
dc.subject | Transnationalism | en_US |
dc.subject.lcsh | Puerto Rican teachers -- United States | en_US |
dc.subject.lcsh | Puerto Rican teachers -- Ethnic identity | en_US |
dc.subject.lcsh | Puerto Rico -- Emigration and immigration | en_US |
dc.subject.lcsh | Multiculturalism education -- United States | en_US |
dc.subject.lcsh | Puerto Ricans -- United States | en_US |
dc.title | An educational journey: The Puerto Rican experience from student to teacher in U.S. schools | en_US |
dc.type | Thesis | en_US |
dspace.entity.type | Publication | |
thesis.degree.discipline | English Education | en_US |
thesis.degree.level | M.A. | en_US |
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