Thesis (M.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 49-53). Also available on the World Wide Web.

Thesis (M.S.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references (leaves 93-98). Also available on the World Wide Web.

Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains viii, 148 p. Vita. Includes abstract. Includes bibliographical references (p. 98-105).

This study used a mixed method approach (quantitative and qualitative) to examine the commonalities and differences between Hispanic and non-Hispanic participants of the Even Start Family Literacy Program. Using a life course perspective, this study examined the educational background and life history of Hispanic and non-Hispanic participants, their reasons and goals for program participation, and changes experienced due to Even Start participation. The sample for the qualitative analysis consisted of 32 Hispanic and 25 non-Hispanic female participants. Quantitative latent growth curve analysis was conducted on 96 (75 Hispanic and 21 Non-Hispanic) participants to measure change over time and to estimate the differences in rate of change between Hispanic and non-Hispanic participants. Results of this study indicate that wide commonalities yet vital differences exist between Hispanic and non-Hispanic participants. Poverty was the significant determinant factor in Hispanic as well as non-Hispanic participants' school failure. The experiences and implications of poverty, however, varied for Hispanic and non- Hispanic parents. The reasons and goals for Even Start participation were to achieve self-sufficiency for Hispanic and non-Hispanic parents. Achieving self-sufficiency involved acculturation to the American society for Hispanic participants. For non- Hispanic parents achieving self-sufficiency involved attaining GED and getting off of welfare. No effect of ethnicity was identified on the five outcome measures quantitatively examined in this study, which include knowledge of child development, parenting confidence and support, depression, self-esteem, and life skills. Initial differences existed between Hispanic and non-Hispanic participants in knowledge of child development and life skills, with non-Hispanic participants reporting higher knowledge of child development and greater life skills. Non-Hispanic participants, however, did not make greater gains than their Hispanic participants after being in the program. Qualitative results indicate that skills gained by Hispanic participants helped them acculturate in the American society, whereas for non-Hispanic participants the program helped achieve a sense of purpose and direction in life and create a better life for themselves and their family. / Graduation date: 2003

The purpose of the study is to explore the life experiences, identities, and self-esteem of a group of Mexican women who attend Even Start, a family literacy program. The study also focuses on the effect that the program has on the women's self-identities. I chose qualitative research considering I was interested in their phenomenological experience. In order to gather data I interviewed ten women, conducted a focus group with the women who were not interviewed, and did participant observation while the women were in class. The Mexican women I interviewed came to this country hoping to improve their socioeconomic status. Most of them had relatives in the US and the support that they gave them made it easier for them to come and get established. As a result of being away from their people and their culture, they had a hard time, particularly at the beginning. Their illegal status and the fact that they didn't speak English complicated things even more. In spite of the many difficulties they had to face, their experiences in this country have allowed them to improve their socioeconomic situation and to achieve greater levels of independence. In regards to their self-esteem, most of my informants have positive self-images. The few that have lower levels of self-esteem were often mistreated by caregivers and their families were dysfunctional in some way. Even though a few have lower levels of self-esteem, all my informants felt loved by their parents and other family members. Because of this and because they were raised in social environments that fostered interdependence, my informants have generally developed into responsible and reliable people who work towards their goals. Their identities mirror their society and in particular their social network. At the core of 'who they are' are traits of the identities of caregivers that through active choices (Blumstein 1991) they came to internalize. Even Start plays a crucial role in their self-identities for two main reasons. First, in the program the women are taught English which is the basic tool they need in order to communicate and move around in this country. Second, the women are around people from their country. By feeling they belong to a larger community, the women feel supported and find strategies to cope with their reality. At the same time, being around other Mexicans strengthens their Hispanic identity. The following are recommendations that could be used by Even Start to enhance the women's self-esteem. (1) Incorporate more one-on-one activities to enable students to learn at their own pace and to help participants with special needs to work without feeling a sense of pressure. (2) Provide the women with the opportunity to improve their literacy skills in Spanish and to strengthen their knowledge in basic areas. (3) Include activities that would allow the participants to release stress and thus to improve their ability to concentrate. (4) Provide the students with skills that will enable them to find jobs or get promoted. Although the literature on self-identities was useful to conducting this research, the fact that scholars have approached the topic mainly from an intellectual perspective has resulted in an understanding of the self often disconnected from reality. Among the main contributions of this research is the realization that adult experiences such as migration and participation in a literacy program play a crucial role in people's self-esteem and identities. / Graduation date: 2004