A Field Study Proposal
Statement of Intent
My purpose in going to Mexico is to observe adult interactions and relationships with children. I would like to understand what interactions are appropriate and know what the role of the adult and the child is in these interactions. It is important for me to learn what the expectations are between adult and child in different situations or settings.
This understanding is significant to me because I work in homes providing early intervention services for families from Mexico who have children with special needs. If I am going to be effective in their homes I must first understand their culture and perspectives. I go into their homes and share ideas on things they can do through their interactions with their child to help their child progress and grow developmentally. There is a problem with this because the ideas and suggestions I leave are based off of my understanding of what is appropriate between a parent and child from my culture not from theirs.
I need to know how these parents view their own interactions with their children. I must distinguish what is appropriate in their culture when interacting with a child and I need to identify what the child and parent’s expectations are in that interaction. The norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I leave to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. I have to achieve this cultural understanding so that I can in effectively provide strategies to help these families. This knowledge will enable me to become more or less a broker between the parent and child. Then will the intervention strategies that I provide for these families become useful and valuable.
From these findings I expect to change my views and expectations of interactions between children who have special needs and their families. In the future how I approach the families I work with here from Mexico will change.
I would also like to complete this study to help me determine future decisions of my education. I have always loved other countries and living with other people. It is so wonderful to understand and see things from their perspective. I have contemplated going into a master’s program along this area of interest. I want to study different people and how they view the world. This experience will help me to decide if this is the area in which I would like to continue my education.
Background and Significance & Literature Review
Irapuato was founded in 1547 and has a population of around 342,500. Agriculture is the main industry of this city and the area is well known for its strawberries. Surrounding Irapuato are numerous outlying communities (wiki). My field study is an appropriate fit for this location mainly because it does have outlying communities where some of the historic and cultural ideals have been preserved. There are schools in each of these outlying communities where I will be able to observe interactions between teachers and students. Living in this rural area will also provide homes where I will be able to observe adult-child interactions in their cultural context to gain this understanding.
When working with families who have children with disabilities it is imperative that you take their cultural views into consideration. “When you consider the diverse socioeconomic, cultural, and linguistic backgrounds of infants and toddlers and their families who are served by [early childhood intervention] programs, effective an meaningful implementation of a culturally responsive, family-centered approach implies that professionals possess the requisite cultural and linguistic competence to be responsive to this broad continuum of diversity. In contrast to the sociocultural and linguistic diversity among infants, toddlers, children, and youths served in special education, professionals who serve them tend to be predominantly White, middle-class, and female(Wald, 1996). When ECI professionals and the families they serve do not share similar social, cultural, racial/ethnic, and/or linguistic backgrounds, discontinuities between their worldviews may result in cultural conflicts that impede the ability of both groups to work together to serve the best interest of the child with special needs.” (Garcia, 2000).
As an specialist in the Early Intervention field I believe there is variance in adult-child interactions from culture to culture. If I work with families from different cultures suggesting what they should do and how they should interact with their children then I must be aware of these differences. I specifically work with many parents who have children with delays of disabilities here in Utah from Mexico. If I wish to help parents from Mexico interact with their child who has special needs here in the United States, I must first look at typical interactions between adults and children without delays or disabilities in the Mexican culture. Then as I understand this I can see how they would expect their interactions to be with their child who has special need.
Through this new insight, when I work with these parents and suggest how they should interact with their child to help them start making developmental progress, the suggestions I leave will be more effective because they are coming from their cultural views and perspectives. As was stated earlier the norms and cultural context are different in each society. If the parents are to effectively apply the suggestions I give to help them help their child I must suggest things that would be appropriate from their understanding and cultural points of view. In each culture interactions between adults and children vary. Since interactions between adults and children vary it would then stand to prove that the expectation for these children by the adults in these cultures would also vary.
Interactions and expectations are different from culture to culture. In each culture there are also many subcultures which could impact the adult-child interactions or expectations. The adults in each subculture might interact and have different expectations for children but there are still general adult-child interactions and expectations from culture to culture.
When looking at Adult-child interactions that differ from culture to culture it would be important to specifically look at parent-child interactions. Phyllis Bronstein recommends that, “In seeking to understand the relationships between childrearing practices, culture, family social environment, and child’s social and emotional development, there is much to be gained from measuring parent-child interactions as it occurs spontaneously in the home, observing both mothers and fathers with older children.” (Bronstein, 1994).
Parent-child interactions should be evaluated and observed to understand how these interactions are viewed as appropriate from culture to culture. In a study by Kevin Nugent the involvement of Irish fathers with their infants was examined to see the effects their interactions during the first 12 months of life had on an infant’s cognitive development results when tested at 1yr of age. Since they studied the role of the father-child caretaking patterns in the Irish population he was able to find more about how social and cultural variables influence the father’s involvement in infant care. He notes that while there are similarities and differences across cultures in relation to the father’s role in infant socialization there are unique historical and social factors in the Irish context that can contribute to our understanding of the nature and scope of the father-infant relationship (Nugent, 1991).
A study by Capps, Bonte-Tinkew and Horowitz would suggest the same findings. This study being more recent would support that the previous findings are still relevant today. Cultural differences do continue to play part in the interactions that take place between parent-child relationships. In this study Randolph Capps, Jacinta Bonte-Tinkew, and Allison Horowitz examined in this how acculturation is associated with father engagement with infants for Chinese and Mexican immigrant fathers.
Since the study examines acculturation, or the process of cultural adaptation or change that results from sustained contact between two or more cultures, I believe that it clearly shows the effects of culture on interactions between parent-child relationships. I feel some assumptions can be made from this. First, these fathers coming to this new culture have different interactions between them and their children than those of the culture they are going to. Second we see that being in a new culture impacted and changed how these fathers interact with their children. In other words the culture influenced their interactions with their children. The finding suggest that some dimensions of acculturation shape parenting across different groups and are a predictor of resident men’s involvement with their young children (Capps, 2010).
There are numerous variables in each culture that impact those living there. A good study that supports this was done to compare mothers from urban China, Indonesia, and Germany. The focus of this study was on the exchange of support between generations and how it is a fundamental feature of intergenerational relationships. The results showed that in the different cultural contexts elderly mothers’ well-being was differently related to help that they provided to their adult daughters. It pointed out that in Germany due to a relatively secure old-age pensions, it is rare that children support their elderly parents financially. Instead many parents can help their children if they are in need. This is different than in China where only 17% of those over 60 have access to pension. The interactions between these parents and children varied because of the financial situations they were in that were greatly influenced by the government of their country (Albert, 2010).
Although the focus of this study was on intergeneration relationship I conclude that much can be understood about interactions that would vary in these cultures between parent and child. A mother who is financially stable is going to interact differently with her daughter if she is able to help her financially rather than needing to rely on her for financial support. These adult-child relationships varied because of the differences in governmental structures of the communities they lived in. There are countless variables in each culture that influence adult-child interactions. It would also impact the adult-child expectations. For example in Germany a mother would not expect her child to care for her financially while in China a mother would expect her child to care for her.
In cultures there are sub-cultures as well that impact interactions and relationships between parent and child. ADD ARTICLE
When studying adult-child relationships it would be important to look at the relationships between parent and child as well as the relationships between teacher and child. This is due to the fact that children spend the majority of their time with either their parents at home or with their teachers during school.
The home should be observed as well as the schools. It would be significant to look at teacher-child interactions. Research supports that interactions and expectations between teacher and child is different because of the culture you are in. STILL NEED TO ADD ARTICLE
Making observations of adult-child interactions in both the home and school settings will allow me to understand what would be appropriate for an interaction. Through these interactions will also understand what the expectations are for these children in Mexico. This knowledge is significant. With this knowledge I Since I work with children who have special needs I will As I understand the understand how. Research shows that intervention is not affective across cultures if norms or cultural paradigms are not taken into consideration. If I want to become affective when providing intervention strategies for families from Mexico I must apply my ideas or techniques in their cultural context. If I do not gain this understanding then the interventions I share will be ineffective and meaningless.
Since I work with children who have special needs I would like to see what variance there are between interactions between adults and typical children in comparison with the interactions between adults and children with special needs. Culturally there is a negative stigma towards children who have special needs. This potentially could make it harder to observe these situations to understand what might be appropriate in these interactions between and adult and a child who has special needs.(Maggie should I try to address this?)
Methodology/Procedures
In order for this information to be gathered I must first build rapport with the people from this community. I believe this rapport is built by becoming an active participant of the community and as well by connecting on a personal level with individuals and families. My first month and possibly even more time will be dedicated to building this rapport. Overall, I must begin by showing a sincere desire to learn about their culture. I will have to show them that I feel their cultural interactions are important to me and can help me become more effective in my culture.
To be an active participant of the community I must do things the way they do things, know about the concerns that face the community, and be willing to serve and give back to the community. This process will have begun even before I go to Mexico. I will study and learn about this area now so that when I go there, I will already have a good understanding of them and what is important to them as a whole. For example I will have an understanding of their history, how they became who they are. I will learn also be sure to about their current situation and challenges they may be facing in the future. Understanding where someone comes from and being aware of their concerns helps to show awareness and a genuine care which can bond and strengthen the relation I will have with those there. When I am there I will take part in the things that they do as a community to show my support and I will do my best to fit in and do things the way they do things.
To connect to people on a personal and family level I will have to sincerely come to know them and care about them. These relationships can be built by spending time together. As I do what they do I will gain greater insight into what their lives are like. Then as I begin to see things from their perspective and can more fully understand them, I will in turn be able to support and strengthen them. I must be aware of their life and what matters to them. Conversations will aid this as well as confiding in them. If I go with a desire to learn from them I will bond with them as they will teach me.
These overall things I will be doing to build rapport are important. However, I must have some specifics outlined. I will begin by entering the schools. I will focus on one school looking at two different classrooms. This will allow for observations of interactions between two different teachers and their students. I would like to focus on interactions with younger children so I will work with the school where they have the youngest children, probably a preschool. If the school is so small that they only have one teacher then I will go to two different schools, probably a preschool and the elementary school. That way I will be able to observe two different teachers and their interactions. I will need two so I can make comparisons and recognize patterns. However, I would not like more than two teachers because I would like the research to be more qualitative than quantitative.
Before I can get into the schools I will need to have the principal’s permission. Once that is given parents will need to be notified and permission will also have to be obtained from them. Since the area is rural it is likely that there will be parents who are not literate. Permission will be obtained orally and recorded on a tape. The purpose for permission will be given by me, or a translator to the parents. Their name will included in the statement that is read by me or that translator and then the parent will say “yes” or “no.” See Appendix A. The recording will be locked up in a safety box that will be kept locked in my room. For those parents who are able to read. Notes will be sent to home requiring their signature. See Appendix B. The students will then bring these notes back to class. Once permission is obtained I will begin participating and observing in the classroom.
Time will be spent interviewing both teachers. Much of the interviewing will be casual simple questioning throughout our daily interactions. These findings will be tracked in my field study notes. When rapport and occasion warrant these questions will be recorded on a simple handheld recorder. The tapes will be constantly with me to secure their confidentiality until I am able to secure them back in my room. At least 4 formal interviews will be held with each teacher. If approved they will be recorded. If recording is not approved, notes will be jotted during these formal interviews.
While in the classroom sometimes I will be a participant observer. I will be do things such as helping to prepare materials, passing out materials, mentoring students who need assistance, etc. Some of my time spent will also be specific to only observing, when observing jots will be taken. When observing I will be looking for specific interactions or stated expectations (see appendix C). I will expand these jots into more detailed notes daily.
My hope in starting at the schools is that I will be able to eventually get into the homes to do observations and interviews as well. The teachers will know which parents will be more willing to let me observe and interview them. The parents will likely be going to and from the school to drop off their children and I will use this time to talk and build rapport with them. When I achieve rapport parents will be more willing to let me go into the homes. Once at this stage of my research I will spend the beginning of my day at school and the evenings in the homes with the parents and children.
I will do a write up of a minimum of 10 observations in homes and I will complete 10 formal interviews. These questions will be back translated when I arrive in Mexico (see appendix d). Permission will also be obtained through written or oral consent (see appendix e). If participants are willing, these interviews will be recorded. If the participants wish not to be recorded jots will be taken and later expanded into field notes.
I will be observing young children in the classroom, ranging from age 3-10. In the homes it is possible that the children who I will know from school will have older siblings as well who will also be included when I observe in the homes. I will only make observations for interactions between children under 18yrs of age. The teachers and parents who will be interviewed will range from age 18-60.
It should be noted that in general I will be expanding my thoughts and experiences in a daily field journal. In my daily journal I will include new insights that are gained as well as my feelings as I go through these experiences, observations, and interviews.
WHAT WILL I BE DOING WITH “DISCRIPTION OF METHOD?” CAN I WORK WITH BETTY ASHBAKER?
Ethics and Approval
To maintain confidentiality of the information that has been gathered will be unidentifiable. Genders and ages of the children will be known but names and places will be left confidential. This will help to protect the identities of those families I will be working with. These people will participate because they want to not because they feel an obligation. The informal interviews will be conducted through casual conversation. When they are formal consent will be given (see appendix e). I will explain before an informal interview is conducted that if they feel uncomfortable answering a questions they do not need to respond. All information will be voluntary. If a parent or teacher does not wish to answer I will not continue to press the issue.
To minimize risk and mazimize be….reciprocity
Preliminary Plans for Post-field Application
This field experience will benefit me greatly in the future. I plan to continue working in the early intervention field as a developmental specialist. Since I speak Spanish I will be working with Hispanic families who have children with disabilities, the majority of which are from Mexico. This experience will give me insight into how parents from Mexico view their interactions with their child. When I am interacting with them and their child who has special needs I will be aware of their expectations and cultural views. This understanding of what their role is in their society will impact their involvement and interactions their child. Knowing how they see things will allow me to come from their point of view. Since I will come from their point of view the suggestions I will share will be more applicable to them and they will more likely apply them. I will be enabled to be a broker between the parent and the child.
I am also trying to look into masters programs. I love cultures and seeing how people view the world. This experience will permit me to live in another culture and study how they see things. Through this experience I will see if a degree in anthropology, international relations, or other such programs are really the area I would like in which I would like to continue my education in the future.
Qualifications and Limitations
I am qualified to participate in this field study program for a variety of different reasons. Some of these reasons are because: I speak Spanish, I am qualified to be a teacher, and I have experience working in the early intervention field.
I am conversant in Spanish and have taken Spanish courses as well. These courses are: Beginning Spanish 1 and 2, Second Year Spanish, Read in Hispanic Lit Adv. Speaker, and Advanced Grammar and Composition. This understanding and experience with Spanish will allow me to communicate with the locals and research more accurately while in Mexico.
I am qualified to be in the classroom helping the teachers as needed. Through my degree in Early Childhood/Special Ed. I took courses that qualify me to be a teacher in the state of Idaho. I have taken: Child Development, Early Child Development, Math Concepts for Elementary Ed., Math Concepts for Elementary Ed. 2, Idaho comprehensive Literacy #1, Idaho comprehensive literacy course #2, Literacy 3 Practicum, Exceptional Students, Assessment and Evaluation, Curriculum for Young Children, Student Teaching Preschool, El Ed Math Methods, Culture and Diversity, Elementary P. E. Methods, ECSE Senior Practicum, Elementary Science Methods, Elementary Soc. Studies Methods, Spanish Teaching Methods, Strategies for ECSE, Family and Community Relationships, and Student Teach Early Intervention. For my student teaching experience I spent 7 weeks teaching in a special education classroom and 6 weeks teaching in a 2nd grade classroom as a student teacher. I have also spent time teaching English in China.
My most recent experience that helps me is working this last year as a service coordinator at Kids on the Move. Kids on the Move is a non-profit organization that provides early intervention services to families. I have worked directly with parents trying to help them in their interactions with their children who have special needs.
I as well have experience writing through courses I’ve taken at college. I have also taken IAS 360R Field Study Preparation. This course has prepared me to know how to be immersed in a culture and accurately research while living there.
I realize that I will have limitations when completing this field study in Mexico. I speak Spanish well, but I know that there will be times due to my lack of ability to speak fluently when I will struggle. This lack of communication, or miscommunication, could impact my ability to accurately research. I also acknowledge that this is undergraduate work. It is my first time researching through a field study and it is likely that the information gathered will be lacking in depth and accuracy.
My mentor,
Faculty Mentors and Coursework
Schedule
Aug. 9th-Aug. 13th Arrive in Mexico, Meet up with Natalie, Learn the layout of The Ranches.
Aug. 13th-Sep. 17th Focus will be primarily on submerging myself in the culture. Emphasis to complete Field Studies Cultural Ethnography assignments and readings.
Sep. 1st Start permission process to enter the schools and begin observations.
Sep. 1st-Sep.30th Primary focus on classroom volunteering and observations, 4-5 days per week. Begin building rapport with parents. Complete 4 of the formal interviews with teachers, 2 each. Do 8 observation write-ups.
Sep. 20th-Sep 23rd Travel, recuperate, and assess direction of my project.
Sep.26th -Oct. 31st Begin entering into homes for observations, decreasing time in classroom to 3-4 day per week. Finish last 4 formal interviews and 2 observation write-ups with teachers. Also complete 7 interviews and 8 observation write-ups in the homes.
Nov. 1st-Nov.14th Finish final 3 interviews and 2 observation write-ups in the home.
Nov. 7th-12th Compile data,
Nov. 14th Arrive back in the United States.
Budget
• Travel Expenses: $500-$700
• Lodging and Food: $15-$30/week, $210-$420
• Transportation:
• Immunizations: $???
• Tuition:????
• Retreat: $200
• Books and other materials: $30
• Communication Expenses:
• Translation Fees:
• Tapes and Batteries:
Work Cited
Albert, Isabelle. Nelwan, Peter R. Schwarz, Beate. Shi, Shaohua. Trommsdorff, Gisela (2010). Intergenerational Support and Life Satisfaction: A Comparison of Chinese, Indonesian, and German Elderly Mothers. Journal of Cross-Cultural Psychology. Vol. 41(5-6) 706-722.
Bronstein, Phyllis (1994). Patterns of Parent-Child Interaction in Mexican Families – A Cross-Cultural-Perspective. International Journal of behavioral development. Vol. 17(3), p. 423-446.
Capps, Randolph C.; Bronte-Tinkew, Jacinta; Horowitz, Allison (2010). Acculturation and Father Engagement With Infants Among Chinese and Mexican-Origin Immigrant Fathers. Fathering: A Journal of Theory, Research, and Practice about Men as Fathers. Vol.8(1), p.61-92.
Garcia, Shernaz B.; Ortiz, Alba A.; Perez, Anita Mendez (2000). Mexican American Mothers’ Beliefs About Disabilities : Implications for Early Childhood Intervention. Remidial and Special Education Vol. 22, p. 90-120.
Nugent, Kevin J (1991). Cultural and Psychological Influences on the Father’s Role in Infant Development. Journal of Marriage and Family. Vol 53, No. 2, 475-485.
Wald, J. (1996). Culturally and linguistically diverse professionals in special education: A demographic analysis. Reston, VA: National Clearinghouse for Professions in Special Education.
Wikapidia http://en.wikipedia.org/wiki/Irapuato,_Guanajuato
Appendices
No comments:
Post a Comment