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Funds of knowledge: a constructivist study to examine the assets of culturally and linguistically diverse families

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dc.contributor.authorHuerta-Kelley, Norma, author
dc.contributor.authorJennings, Louise, advisor
dc.contributor.authorCoke, Pam, committee member
dc.contributor.authorFrederiksen, Heidi, committee member
dc.contributor.authorGloeckner, Gene, committee member
dc.date.accessioned2017-06-09T15:41:12Z
dc.date.available2017-06-09T15:41:12Z
dc.date.issued2017
dc.description.abstractThis dissertation crosses the barriers of language and culture in education, by examining the funds of knowledge of culturally and linguistically diverse (CLD) families from research framed by an Appreciative Inquiry lens. Northern Colorado is predominately white, but home to a small diverse and vibrant Latino community whose stories of strength are invaluable to educators all across the United States. I conducted one pilot focus group, three bilingual focus groups and four face-to-face, bilingual, follow-up interviews with Latino parents/guardians of school-aged children. I examined themes constructed through participants' funds of knowledge as described to me through their personal stories or "dichos". All participants identified as CLD, and their participation was determined by using the following criteria: ethnicity, gender, migrant status, and home language. This research proposes a constructivist model of study that incorporates findings through the identification of several themes that answer the research question, "What are the "funds of knowledge" of culturally and linguistically diverse families?" The findings examine participants' perceptions regarding: parent biographies and experiences and how they influence support for their children's education; strengths and assets of CLD families; what they want their children's teachers to know about working with CLD families; and aspirations for their children. These themes relate to prior research and informs culturally responsive instructional strategies that can be used by administrators and teachers so they can better understand CLD students and create more inclusive environments. These practices can bring CLD students, many of whom continue to struggle to achieve at high levels, closer to the academic arena of postsecondary readiness.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierHuertaKelley_colostate_0053A_14098.pdf
dc.identifier.urihttp://hdl.handle.net/10217/181371
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectbilingual
dc.subjectface to face individual interviews
dc.subjectfunds of knowledge
dc.subjectculturally and linguistically diverse
dc.subjectappreciative inquiry
dc.subjectfocus groups
dc.titleFunds of knowledge: a constructivist study to examine the assets of culturally and linguistically diverse families
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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