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dc.contributor.advisorSoto-Santiago, Sandra L.
dc.contributor.authorMedina, Ismael
dc.date.accessioned2018-11-10T21:00:56Z
dc.date.available2018-11-10T21:00:56Z
dc.date.issued2018-01-29
dc.identifier.urihttps://hdl.handle.net/20.500.11801/1160
dc.description.abstractThis 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.abstractEsta 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.language.isoenen_US
dc.subjectFunds of Knowledgeen_US
dc.subjectEducationen_US
dc.subjectPuerto Rican teachers in the United Statesen_US
dc.subjectPuerto Rican migrationen_US
dc.subjectTransnationalismen_US
dc.subject.lcshPuerto Rican teachers -- United Statesen_US
dc.subject.lcshPuerto Rican teachers -- Ethnic identityen_US
dc.subject.lcshPuerto Rico -- Emigration and immigrationen_US
dc.subject.lcshMulticulturalism education -- United Statesen_US
dc.subject.lcshPuerto Ricans -- United Statesen_US
dc.titleAn educational journey: The Puerto Rican experience from student to teacher in U.S. schoolsen_US
dc.typeThesisen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2018 Ismael Medinaen_US
dc.contributor.committeeRivera, Rosita
dc.contributor.committeePratt, Ellen
dc.contributor.representativeCarrero Figueroa, Rebecca
thesis.degree.levelM.A.en_US
thesis.degree.disciplineEnglish Educationen_US
dc.contributor.collegeCollege of Arts and Sciences - Arten_US
dc.contributor.departmentDepartment of Englishen_US
dc.description.graduationSemesterFallen_US
dc.description.graduationYear2018en_US


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    Items included under this collection are theses, dissertations, and project reports submitted as a requirement for completing a degree at UPR-Mayagüez.

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