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
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/31612 |
| Date | 02 May 2003 |
| Creators | Pamulapati, Sireesha |
| Contributors | Richards, Leslie N. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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