Beyond the Fields: Dialogical Analysis of Latino Migrant Students’ Cultural Identity Narratives at Oregon Migrant Education Program

• Main Author: Burbano, Laura
• Other Authors: Carpenter, Kathie
• Language: en_US
• Published: University of Oregon 2018
• Subjects: Culture; Identity; Migrant education
• Online Access: http://hdl.handle.net/1794/23167

Among the children of immigrants in the United States, the children of migrant farmworkers are at significant risk of not finishing high school. These children deal with challenging socioeconomic conditions specific to their migratory lifestyle and living situations, which negatively impact their schooling experience. Migrant families' cultural diversity plays a significant role in the adjustment and integration of migrant students in schools as they transition into a host educational community. Conflicts between migrant families and schools sometimes occur because of cultural differences regarding the characteristics of interpersonal relationships, standards of behavior, students' cultural identity, and the objectives of education. This qualitative study examines cultural aspects that Latino migrant students describe as part of their cultural identity, including their experiences as migrants and participants in Oregon Migrant Education Program. The aim is to illustrate the cultural elements that Latino migrant students consider when making academic or professional choices after high school.