ERIC ED353352: Slaying the Childhood Dragons: Empowering Hispanic ESOL High School Students for Achievement through Small Group Acculturation Modules.

222 Pages·1992·3.6 MB·English

by  ERIC

DOCUMENT RESUME
UD 029 014
ED 353 352
De Vries, Daniel
AUTHOR
Slaying the Childhood Dragons: Empowering Hispanic
TITLE
ESOL High School Students for Achievement through
Small Group Acculturation Modules.
PUB DATE
92
222p.; Ed.D. Practicum, Nova University.
NOTE
Practicum Papers (043)
PUB TYPE Dissertations/Theses
Research/Technical (143)
Reports
Tests /Evaluation Instruments (160)
MF01/PC09 Plus Postage.
EDRS PRICE
Academic Achievement; *Acculturation; Compensatory
DESCRIPTORS
Education; *English (Second Language); High Schools;
*High School Students; *Hispanic Americans;
*Individual Development; Practicums; Program
Evaluation; Program Implementation; Second Language
Learning; Small Group Instruction; Spanish Speaking;
Student Attitudes
Dysfunctional Behavior; *Hispanic American Students;
IDENTIFIERS
*Student Empowerment
ABSTRACT
A study was done to develop and evaluate a program
designed to improve the academic and personal achievement of Hispanic
American high school students. The study posited that the causes of
Hispanic American students' belief that they could not achieve were:
(1) dysfunctional learned behaviors; and (2) acculturation
difficulties. Using findings on dysfunctional families, a 16-session
biweekly small group module was developed to address students'
learned behavior and acculturation difficulties. Themes of
acculturation, personal growth, academic success, and professional
development were included along with an achievement strategy. Nine of
11 volunteer students finished the program. Results were measured
using pretests and posttests, attitudinal surveys, student journals,
homework assignments, and a final student written report. Three
students experienced a slight overall positive difference in
attitude, and six students experienced negative changes. The negative
variation was interpreted to mean that the program made the students
aware of their own problems. In addition, students did not show the
expected positive cognitive improvement in their grades on tests
administered during the program. Appendixes contain the Family
Drinking Survey, the Recovery Potential Survey, the short essay test
sample, and a form for entering students' results. Included are 7
tables, 1 figure, and 121 references. (JB)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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Slaying the Childhood Dragons: Empowering
Hispanic ESOL High School Students for Achievement
Through Small Group Acculturation Modules
by
Daniel De Vries
Cluster 38
A Practicu* II Report presented to the
Program in Child and Youth Studies
Ed.D.
in Partial Fulfillment of the Requirements
for the Degree of Doctor of Education
NOVA UNIVERSITY
"PERMISSION TO REPRODUCE THIS
1.992
U.S. DEPARTMENT OF EDUCATION
MATERIAL HAS BEEN GRANTED BY
Once of Eeue.abonat Asmara, and imerovemeni
E.
t :De
E0 CATLONAL
vr165
RESOURCES INFORMATION
CENTE
This docu .ent has been reproduced as
"calved from the person or ofganizetiOn
itre1s,
Now, 0_0
tiginating it
Minor changes have been made to improve
BEST COPY AVAILABLE
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TO THE EDUCATIONAL RESOURCES
Points ot view or opinions stated in thil dOCU-
official
INFORMATION CENTER (ERIC)."
ment do not neessarily roprofent
cpolicy
OERI position or
PRACTICUM APPROVAL SHEET
This practicum took place as described.
444-rifler:
277
-71
Linda Zelenak
Title
I I
Address
July 22, 1992
Date
This practicum report was submitted by Daniel
De Vries III under the direction of the adviser listed
It was submitted to the Ed.D. program in Child and
below.
Youth studies and approved in partial fulfillment of the
requirements for the degree of Doctor of Education at Nova
University.
Approved:
Mary Ellen Sapp, Ph.D., Adviser
Date of Final Approval of
Report
ti
ACKNOWLEDGEMENT
who have been
The writer wishes to thank the many people
All of these
valuable to him in formulating his project.
enabled him to begin his own
people have touched his life and
academic success, and
journey toward personal growth,
professional development.
guided him in his
The writer is grateful to the women who
Susan who
To Dianne who inspired him, Laurie and
thinking.
Ellen Sapp who approved
provided the discrepancy, and Mary
thanks.
the initial concept, he gives
believed in him. To Roger
He acknowledges the men who
Oostendorp, and Dick Van
Greenway, John Schaal, Lubertus
is grateful to Rick
Halaema, he is appreciative. He also
input and to Tony
Levenson and Mel Frishman who provided
Parise who approved his implementation.
and Mae Jean. There
He is grateful to his parents Daniel
Thanks for your love.
were many happy memories.
his wife Lisa, and his
The writer gives special thanks to
loved, encouraged, and supported
sons, Danny and Peter who
because they value him as he
him. He especially gives thanks
and challenge him to reach
is, confront him when he is wrong,
his full potential.
iii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT.
iii
.
.
.
.
.
TABLE OF CONTENTS
iv
.
.
.
.
.
.
Chapter
INTRODUCTION
I
1
.
.
Description of Work Setting and Community
1
.
.
Writer's Work Setting and Role
5
.
.
STUDY OF THE PROBLEM
II
.
Problem Description.
7
.
. .
.
.
. .
Problem Documentation
11
.
. . . .
.
.
Causative Analysis
16
.
.
. .
. .
.
.
Relationship of the Probl:im to the Literature
21
.
ANTICIPATED OUTCOMES AND EVALUATION
III
INSTRUMENTS
86
.
.
Goals, Expectations, and Behavioral Objectives
86
.
Measurement of Objectives
89
.
.
. . .
.
Mechanism for Recording Unexpected Events
90
.
.
SOLUTION STRATEGY
IV
92
.
.
.
Discussion and Evaluation of Possible Solutions
92
.
Relationship of the Solution to the Literature
95
.
Description and Justification of
Solution Selected
155
.
Report of Action Taken
156
RESULTS, DISCUSSION, AND RECOMMENDATIONS.
V
169
Problem Summary and Solution Applied.
169
.
Presentation and Analysis of Results.
169
.
Discussion of Results
180
.
.
.
.
.
Recommendations
193
.
. . . .
Dissemination
194
.
. . . .
REFERENCES
195
.
iv
Appendices
Page
Appendices
207
.
FAMILY DRINKING SURVEY
209
A
.
RECOVERY POTENTIAL SURVEY
211
8
.
SHORT ESSAY TEST SAMPLE.
213
C
.
ANALYSIS OF RESULTS.
215
D
.
LIST OF TABLES
Table
Threads of Change in Student Journals and Writing
1
Assignments
172
.
. .
. .
.
Cognitive Pretest and Posttest One
175
2
.
.
.
Cognitive Pretest and Posttest Two
176
3
. .
.
Cognitive Pretest and Posttest Three
177
4
.
.
Cognitive Pretest and Posttest Four.
178
5
. .
Cognitive Pretest and Posttest Five.
179
6
. .
Group Demographic Data
181
7
. .
.
.
.
LIST OF FIGURES
Figure
Student Responses to Recovery Potential Survey
180
1
.
U
ABSTRACT
Empowering Hispanic ESOL High School Studenta
Slaying the Childhood Dragons:
for Achievement Through Small Group Acculturation Modules. De Vries III,
Daniel., 1992: Practicum II Report, Nova University, Ed.D. Program in Child and
Youth Studies. Descriptors: Achievement/Acculturation/Dysfunctional Families/
English as a Second Language/High School/Hispanics
Some Hispanic students believe that achievement, in the form of personal growth,
The
academic success, and professional development is an unattainable goal.
(a) dysfunctional
writer has stated two causes for their lack of vision:
Thus, the
learned behavioral patterns and (b) acculturation difficulties.
writer began his problem- solving project by reading John Bradahaw's three books
relating to dysfunctional families.
To identify and reverse dysfunctional learned behavioral patterns, he researched
42 topics that he compiled after he reflected on Bradahaw's recurring theses.
First, the writer listed 23 problem and 19 solution themes, and next, he
subdivided the 19 solutions into 14 specific and five general categories to
facilitate comprehension. The writer chose these topics, placed them in
sequential order, and applied thesin a 16 biweekly session small group module.
To stress achievement, he added fc-r theses: accultdration, personal growth,
He concluded that identifying
academic success, and professional development.
and changing unhealthy learned behavior patterns alone was not sufficient. The
In total, the
students must also learn and follow an achievement strategy.
writer researched 46 problem, solution, and achievement topics in his literature
review.
The writer, in effect, was educating his students so that they could benefit,
that the energy
grow, and achieve in this culture. In other words, he believed
could gradually be diverted
once used to cope with unhealthy learned behaviors
for achievement. With this in mind, he offered his students a choice to slay
their childhood dragons and bring about positive changes. He provided the stated
information in an educational setting. Hispanic ESOL high school students served
as voluntary participants.
He achieved his goal and met two of
The writer experienced positive outcomes.
them to
his three objectives. His students learned the stated topics and applied
their lives. Based upon their newly acquired knowledge, they now have a choice
and a strategy to accomplish positive personal change.
**********
Permission Statement
x ) do not
do (
As a student in the Ed.D. Program in Child and Youth Studies, I
practicua
) give permission to Nova University to distribute copies of this
(
understanding that Nova
It i
report on request from interested individuals.
oats of
University will not charge for this dissemination
microfiching, handling, and mailing of the eater
fe)-//c7--Y2
(date)
CHAPTER I
INTRODUCTION
The writer believes that three essential factors aid him
He needs: (a)
in his work as a high school teacher.
incentives for professional development; (b) guidance from a
supportive administration; and (c) input from concerned
students and parents. In his present work location, he has
been counseled and encouraged from these eources. So that the
the
reader may gain a better insight into his work situation,
writer will now describe his employment setting, school
community, and job description.
Description of Work Setting and Community
This high school is located in the suburbs of one of the
The population of the community
largest cities in the south.
consists largely of white, middle to upper class,
professionals. However, the city's changing demographics have
Whereas in the past,
not left this district untouched.
2
African-American and Hispanic students were bussed in from
seven miles surrounding the school, professionals from these
ethnic backgrounds are now moving to the district's more
expensive neighborhoods.
Here's the ethnic breakdown of the student body in the
48.8% White, 24.5% Hispanic, 24%
1990-91 school year:
African-American, and 2.7% Asian students (Pariso, 1990). The
following year there was a slight increase in the number of
students of Hispanic and Asian backgrounds. The enrollment
now reflects 47% White, 27% Hispanic, 23% African-American,
and 3% Asian (Ordovensky, 1992). In addition, enrollment
jumped from 2,952 to 3,300 students and includes immigrants.
from Latin America, the Caribbean, and European countries.
According to the school principal: "Student behavior is
generally good, encouraged by a highly visible staff and a
discipline policy that is perceived to be consistent and
fair" (Pariso, 1990, p. 2). He has added that 204 full-time
and 34 part-time emi)loyees work at the school. The
administration includes one principal and four assistant
principals. Faculty members include six ,:lidance counselors,
seven teachers of exceptional students, and two media
specialists. The pupils are rewarded for their work and are
provided with many opportunities to demonstrate their
academic skills (Pariso, 1990).
The total enrollment had been expected to surpass 3300
students for the 1991-92 school year when a ninth grade was
3
However, du's to apace limitations,
added for the first time.
only one of the three feeder schools had sent its ninth
graders. Construction was begun in the 1991-92 school year on
a much needed new wing of classrooms at the front of the
school, thus enhancing the physical appearance of the
structure.
The administration is proud of the accomplishments of its
Recently, a program was cited
staff and students.
for
innovative responses to the student dropout problem in
America's Toughest Assignment: Solving the Education Crisis
To respond to the dropout problem, special
(CBS News, 1990).
teachers were hired to keep students in school. Classes run.
until 10 p.m. to accommodate those who work during the day.
On the statewide Student kssesament Test, the pupils had
scored highest of the four high schools in the district.
Also, according to Paris° (1990), the school recorded the
lowest county dropout rate at 3.9x, an annual attendance
(one of the best in the county), and nine
percentage of 93.21
National Merit semifinalists.
Pariao (1990) says the instructors exhibit positive
feelings about this school. He points out that shared
decision-making has taken the form of an elected faculty
council that represents the needs and interests of the school
Even though difficult situations arise, the
personnel.
principal believes the school community has shown itself to
be capable of resolving these in an agreeable, easy-going