Identidad Rasgado y La Lengua Perdida: The Impact of a Traditional Literary Canon on Latino Perceptions of Identity

dc.contributor.advisorMencke, Paul
dc.contributor.authorHernandez, Ariana
dc.contributor.committeeMemberMcCabe, Diann A.
dc.date.accessioned2016-01-15T19:30:58Z
dc.date.available2016-01-15T19:30:58Z
dc.date.issued2015-12
dc.description.abstractEducation today is a space for student’s identity development. The socialization of a student depends on interaction with others. In the school system, student’s perceptions of themselves are built from the perceptions of their peers, parents, teachers, and the curriculum. The literary canon as it stands today continues to have a dominant focus on the white, middle-class, male perspective. In this study, three Latinos were interviewed in regards to their experiences in their high school English Language Arts Courses. Their reflections on their experiences and current literature on the topic displays a correlation between the literary canon studied in a student’s English education and their perceptions of their ethnicity.
dc.description.departmentHonors College
dc.formatText
dc.format.extent24 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationHernandez, A. (2015). Identidad rasgado y la lengua perdida: The impact of a traditional literary canon on Latino perceptions of identity (Unpublished thesis). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/5937
dc.language.isoen
dc.subjectidentity
dc.subjectliterary canon
dc.subjectEnglish education
dc.subjectpublic school education
dc.subjectLatino perceptions of identity
dc.subjectHonors College
dc.titleIdentidad Rasgado y La Lengua Perdida: The Impact of a Traditional Literary Canon on Latino Perceptions of Identity
thesis.degree.departmentHonors College
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorTexas State University
txstate.documenttypeHonors Thesis

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