factors affecting their

345 Pages·2006·0.91 MB·English

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Electronic Theses and Dissertations, 2004-2019
2006
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Mercedes Pichard
University of Central Florida
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Pichard, Mercedes, "A Focus Group Of Adolescent Haitian Immigrants: Factors Affecting Their
Perceptions Of Academic Success In A Florida Public High School" (2006). Electronic Theses and
Dissertations, 2004-2019. 856.
https://stars.library.ucf.edu/etd/856
A FOCUS GROUP OF ADOLESCENT HAITIAN IMMIGRANTS: FACTORS
AFFECTING THEIR PERCEPTIONS OF ACADEMIC SUCCESS IN A
FLORIDA PUBLIC HIGH SCHOOL

by

MERCEDES R.Y. PICHARD
B.S., Pace University, 1978
M.P.S., Manhattanville College, 1998

A dissertation submitted in partial fulfillment of the requirements
for the degree of Doctor of Education
in the College of Education
at the University of Central Florida
Orlando, Florida

Spring Term
2006

Major Professor: Dr. Kay W. Allen
© 2006 Mercedes R.Y. Pichard
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ABSTRACT

The goal of this ethnographic research was to examine the perceptions of academic success
of adolescent Haitian immigrant students who have arrived in the United States within the last
five years and attend a public high school in Florida. The Haitian students were asked to explain
the tensions they perceive between Haitian societal and educational norms and beliefs and
American ones, and explain their perceptions and concerns regarding success. The importance of
their perceptions as influences on their behavior was related to Bandura’s Social Cognitive
Learning Theory. The relevance of certain questions concerning academic success for Haitian
students was investigated through group interviews and focus group interviews textual data. The
resulting qualitative exploratory study is meant to further our understandings of the Haitian
students’ perceived and real successes, as well as to further additive bicultural educational
practice in public high school settings where Haitian students are found.
The literature review and results of this study found that there were many factors, student
characteristics and student perceptions that could be used to explain Haitian immigrant adolescent
student achievement in Florida public high school course work. Thirteen themes of concern to
the students were developed in the data analysis.
The Haitian adolescent immigrant students are able to speak purposefully, cogently,
powerfully and coherently (English-language skills permitting) on numerous questions
surrounding their thoughts and perceptions about their own success, academically or in their
future careers. We can see that these students are able to define and discuss issues, make plans
and recommendations for their own success, and state what is available/helpful and what is
lacking for them in their high school. Suggested uses for the study included making some
suggestions for the reorganization and implementation of certain educational resources for these
Haitian adolescent students, and also making recommendations for future research, including but
not limited to a study examining, implementing and assessing a pilot program which increases the
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career-counseling and vocational-planning resources available for these older secondary LEP
students.

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This dissertation is dedicated to the memories of my adored mother, Mercedes Rosalie
Barber Yans, and my father, Edward Louis Yans. Thank you for teaching me through
your shining examples about the need to have passion for what we do in life, and the
values of work-ethic, integrity, sincerity, courage, tolerance, love, and hope.

This dissertation is also dedicated to my beloved children, Jérôme Edward, Michael
Philippe, and Melody Laurel Adrienne. Thanks for putting up with me during the
execution of my studies. I love you.

v
ACKNOWLEDGMENTS

First and foremost, I would like to thank the people without whom this study
would not have been possible. Thank you from the bottom of my heart to those who
were my cultural bridge-makers, explainers, interpreters, and helpers in intercultural
meaning-making: Mr. Arsène Adolphe, Mr. Michel Ernst Lanoix, Mr. Max Pierre, Dr.
Jean-Robert Cadely, Mr. Réginald Jean Pierre, and Mr. Leslie Jean Pierre.
Thanks so much, I am eternally grateful to my committee members: my brilliant,
patient and gracious Chair, Dr. Kay Allen; and my thoughtful experts, Dr. Debra Giambo,
Dr. Nancy Graham, and Dr. Marie Léticée. The triangulation of a study concerning the
perceptions of limited English proficient immigrant adolescent students from Haiti in a
public school setting could not have been successfully accomplished without your
considerate eyes upon it. I would also like to thank Dr. Jennifer Deets for her influence,
which taught me how to read ethnography and anthropology with scholarly yet
vulnerable caring for its subjects.
Thank you to the school district personnel, and the staff and students of my high
school for all their encouragement and support during my studies. I particularly wish to
acknowledge and thank the students who are English Language Learners for their
courage, merriment, motivation and joie de vivre.
Thanks to my friend and encourager, Dr. Eileen Deluca, for her inspirational work,
her brilliant comments, and her tactful help, feedback and advice to me along my
academic path (I love you, Doctor Ph.D., chica, and I hope one of us will always be ‘on
the road’ for the other, snake to snake!). Thanks to my other academic and school-related
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cheerleaders and friends: Dr. Candace Harper, Dr. George Iber, Nancy Dean, Dr.
Jennifer Paull, soon-to-be-Dr. Mark Schuller, Hyppolite Pierre, Ana Maria Chaves, and
Cindy Yans.
Thanks also goes to all the members of Cohort III of the UCF / FGCU joint
doctoral program, without whose support and encouragement I’m sure I would have quit
after one semester. Our bonding was deep and abiding, and provided a loving and caring
atmosphere crucial to my success.
Thanks to Reggie for keeping me smiling. Thanks to Mr. Jean Kipfer for making
sure I ate and slept during some of the years of my doctoral studies.
vii
TABLE OF CONTENTS

LIST OF TABLES............................................................................................................xii
CHAPTER ONE: INTRODUCTION.................................................................................1
Background of the Study................................................................................................1
Significance of the Study................................................................................................4
Purpose of the Study.......................................................................................................5
Definition of Terms.........................................................................................................8
Grounding: Social Cognitive Theory.............................................................................9
Mixed Messages Received by Haitian Students...........................................................10
Different Measures of Academic Success....................................................................13
Haitian Students’ Strengths and Weaknesses...............................................................16
Schooling Culture in Haiti and Florida.........................................................................19
Créole and French.........................................................................................................22
Linguistics and Educational Situation in Haiti.............................................................27
Haitian Teachers and Working Conditions...................................................................33
Haitian Adolescent Immigrants....................................................................................35
Assimilation Types and Academic Orientations...........................................................38
Methodology.................................................................................................................41
Assumptions and Limitations.......................................................................................44
CHAPTER TWO: REVIEW OF THE LITERATURE....................................................47
Introduction...................................................................................................................47
Bandura’s Social-Cognitive Learning Theory..............................................................48
Review of the History, Politics, and Economics of Haiti.............................................55
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Haitian Society: Class and Color Issues.......................................................................61
Haitian Immigrants in the USA....................................................................................73
Linguistic Issues in Haiti: French and Haitian-Creole.................................................86
Education in Haiti.........................................................................................................97
Attendance Issues........................................................................................................108
Curriculum and Exams in Haiti..................................................................................114
Haitian Immigrant Students in the USA.....................................................................126
Involuntary Immigrants, Minorities, Underachievement............................................143
Education of Haitian Adolescents in Florida..............................................................149
Summary.....................................................................................................................170
CHAPTER THREE: METHODOLOGY.......................................................................173
Explanation of the Methodology................................................................................173
Background of the Researcher....................................................................................181
Setting.........................................................................................................................184
Subjects / Participants.................................................................................................188
Data Collection...........................................................................................................192
Procedures...................................................................................................................194
Researcher Bias...........................................................................................................197
CHAPTER FOUR: DATA COLLECTION AND ANALYSIS....................................200
Introduction.................................................................................................................200
Analysis of the Data....................................................................................................205
CHAPTER FIVE: THE EMERGENT THEMES...........................................................208
Descriptions of Themes..............................................................................................208
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