Date of Award

4-1997

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Phd)

Specialization

Leadership Studies

School or Department

School of Leadership Studies

First Advisor

Dr. Jeannette Abi-Nader

Second Advisor

Dr. David E. Cherry

Third Advisor

Dr. Martha Gonzalez

Abstract

This study explored the links between literacy and the school experiences of Hispanic Juvenile Offenders that may have led to their dropout and delinquent behavior. It examined language literacy in terms of its role in the socialization of these juveniles from their primary language and culture into a secondary language and culture. Literacy as used in this study is that defined by Freire (1988), Giroux (1993), and Macedo (1994). Literacy must be explored in terms of a critical literacy, which empowers individuals to make informed decisions over their own lives. In order for this to occur, individuals must possess a conscious understanding of their experiences in the world. This definition of literacy, along with Berger and Luckman's (1966) theory of primary and secondary socialization, provided a framework on which to interpret the experiences of the participants. Language and literacy are used to create meanings, acquire knowledge, and interpret situations within social settings and how individuals fit into those social settings. In this respect, literacy enables people to critically examine the world and their role within it. It provides the ability to think critically, which empowers people to make decisions and take actions that affect their lives. A qualitative, open-ended interview approach was used in this study in order to better understand the individual experiences of the participants as described by their own voices. Fifteen Hispanic juvenile offenders were interviewed. Individual profiles were provided for each of the 15 juveniles. A thorough analysis of the interview transcripts revealed common patterns of experiences regarding language and school, that were then synthesized according to the purpose of the study. The findings demonstrate that a lack of language literacy contributed to the participants' frustration and dissatisfaction with school. The lack of academic language and skill had a negative effect on the participants' school achievement, motivation, and self-esteem. This led them to affiliate with other students who shared similar backgrounds and experiences in order to maintain some control over their lives. This affiliation often resulted in the participants' involvement in delinquent behavior and crime. These findings, along with the conclusions, are discussed in Chapter V of this dissertation. The study concludes with the implications of the study and recommendations for future research.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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