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首页> 外文学位 >The (re)production of social capital in the post-Chinatown era: A case study of the role of a Chinese language school.
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The (re)production of social capital in the post-Chinatown era: A case study of the role of a Chinese language school.

机译：后唐人街时代的社会资本（再生产）：以华文学校的作用为例。

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摘要

Previous research attempted to explain the "model minority" phenomenon through conventional cultural theories, and attributed the success of the Chinese immigrant and Chinese American (CICA) students to the Chinese cultural values or to individual families. Such arguments are de-contextualized and do not take into account the social context that the immigrants are embedded. This dissertation argues that cultural values per se are inadequate to explain the success of Chinese immigrants unless such values are reinforced through the ethnic community, and thus become a form of social capital that the immigrants can draw on.;Building on the conceptual framework of social capital theory, this qualitative case study is designed to investigate the role that a Chinese language school, as the center of the ethnic Chinese community, plays in (re)producing social capital in the post-Chinatown era. This study focuses on how social capital within the Chinese language school influences the school adaptation and the academic performance of the CICA children. It further explores how the CICA children identify themselves in terms of ethnicity, and how they position the Chinese language school in their understanding and crafting of their ethnic identity.;The participants in this study are fifteen Chinese immigrant and Chinese American students aged 10-16, and thirteen Chinese immigrant parents, who come to the Chinese language school regularly. Data are collected through participant observations, semi-structured interviews, and document analyses.;The findings of this dissertation suggest that the Chinese language school plays multiples roles in the lives of Chinese immigrants. Social capital embedded in the ethnic community, in forms of friendship with co-ethnic peers, social norms and social control, influences school adaptation and academic achievement of the CICA children. Finally, the Chinese language school provides the CICA children an "affinity" group and a sense of belonging, and thus helps them not only understand but also accept who they are.
机译：先前的研究试图通过传统的文化理论来解释“模范少数民族”现象，并将华裔移民和华裔学生的成功归功于中国的文化价值观或个人家庭。这样的论点是去上下文化的，并且没有考虑到移民被嵌入的社会背景。本文认为，文化价值本身不足以解释中国移民的成功，除非通过种族社区加强了这些价值，并因此成为移民可以借鉴的一种社会资本形式。资本理论，该定性案例研究旨在研究作为华裔社区中心的华语学校在后唐人街时代对（再）生产社会资本中所扮演的角色。这项研究的重点是中文学校的社会资本如何影响CICA儿童的学校适应能力和学习成绩。它进一步探讨了CICA儿童如何通过种族来识别自己的身份，以及他们如何将汉语学校定位于他们对民族特征的理解和制作中。本研究的参与者是15至10-16岁的华裔移民和美籍华裔学生。和13名中国移民父母，他们定期来中国语言学校学习。通过参与者的观察，半结构化访谈和文献分析收集数据。本文的研究结果表明，中文学校在中国移民的生活中起着多重作用。以与同族同伴的友谊，社会规范和社会控制的形式，嵌入种族社区的社会资本影响着CICA儿童的学校适应和学习成绩。最后，中文学校为CICA的孩子们提供了一个“亲和力”群体和归属感，从而不仅帮助他们理解而且接受了他们的身份。

著录项

  • 作者

    Tan, Guangyu.;

  • 作者单位

    Kent State University.;

  • 授予单位 Kent State University.;
  • 学科 Education Language and Literature.;Education Bilingual and Multicultural.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 255 p.
  • 总页数 255
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 I-4;H-4;
  • 关键词

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