The formation of identity in high-achieving Mexican-American professional women : "You can't be lumped" /
The purpose of this qualitative study was to explore how high-achieving Mexican-American professional women negotiate the Mexican-American and Anglo cultures and to identify what impact this negotiation has on their sense of identity. This sample was comprised of ten high-achieving professional Mex...
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
1998.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=737690931&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this qualitative study was to explore how high-achieving Mexican-American professional women negotiate the Mexican-American and Anglo cultures and to identify what impact this negotiation has on their sense of identity. This sample was comprised of ten high-achieving professional Mexican-American women who achieved distinction in their professions by receiving masters' or doctoral degrees, accepting professional or public recognition for accomplishments, holding public office, accepting accomplishments worthy of note. The purpose of this study was accomplished by analyzing incidents within the participants' life histories that were integral to identity formation. Data were collected by conducting in-depth interviews with all ten women. Thematic concepts emerged from the interviews as a group while individual participant profiles were used to preserve the continuity of the participant's life and personality. By studying the relationship of the participants to the dominant culture and analyzing its connection to the women's early life experiences, I found four ways of negotiating the culture-of-origin and the dominant culture: the Acculturators exist within both cultures in a holistic manner; Irritants position themselves within the Hispanic culture and are engaged in conflict with the dominant culture; Adapters move back and forth between cultures; and the Rejector has separated herself from the dominant culture. This study revealed the developmental aspect of ethnic identity development and its link to the patterns of adaptation to the dominant culture. Modes of adjustment are impacted by the social class of the family-of-origin. Social class then becomes a factor that shapes identity, through four influences: the level of safety in the environment provided by family life, availability of economic resources, quality of educational experiences, and level of exposure to the dominant culture. Third, the women in this study also constructed a worldview that made sense of their experiences. These views are translated into patterns of adjustment that represent ways of learning for these women so that engaging with the society represents a mode of adjustment to the dominant culture that is socially learned. |
|---|---|
| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | xi, 197 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 185-191. |