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== Title ==
 
== Title ==
  
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Latino Youth Digitally Mediated Everyday Lives: Understanding Diverse Forms of Participation in Networked Culture and Society.
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* Networked and Disconnected: Latino/Hispanic Immigrant Youths, Digital Media, and Assimilation into the U.S.  
  
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== Abstract ==
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== Author ==
  
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The goal of this research project is to understand the digitally mediated everyday lives of a group of Hispanic/Latino youth from Freeway High School (FHS), a low-income, low-performing, and majority-minority public high school in central Texas. The project intends to fill in a substantial void related to the social, cultural, and digital media experiences of contemporary Hispanic/Latino youth in the United States of America. In order to do so I describe the media practices of a group of Latino teenagers (case studies of 6 boys, and 3 girls) across their school, after-school, home, and peer worlds. By analyzing some of their mediated sociocultural practices (creation, circulation, searching) this study tries to understand the  experiences, skills, and knowledge that these teenagers are developing and how they are supporting, if so, their participation in a networked culture and society. The study places a particular emphasis in the diversity of digitally mediated identities Hispanic/Latino youth is able to construct. The main questions I intend to answer are, What does this group of teenagers tell us about the digital lives and identities of  Latino/Hispanic youth from unprivileged communities? and How are they participating in networked culture through and with digital media?
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Andres A. Lombana Bermudez
  
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== Committee ==
  
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This project uses a multi-method approach that combines first hand qualitative data from a longitudinal ethnographic study with secondary quantitative data on Hispanic/Latino population from the Census Bureau, Civic Rights Data Collection, the Pew Hispanic Center, and the Kaiser Family Foundation. I gather the qualitative data from semi-structured interviews and focus groups with teens, parents, and teachers; observations of two after-school programs and two media production classes (video game design, and video technology); a three week action research intervention (digital design summer camp);  and content analysis of Latino youth media texts (videos, tumblrs, Facebook profiles, music, websites) and participant-generated contributions (journals, photographs).
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S. Craig Watkins (Chair), Mary Celeste Kearney, Kathleen Tyner, Joe Straubhaar, and Henry Jenkins.
  
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== Research Questions ==
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== Abstract ==
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The main research questions are:
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* What is this specific group of Latino/Hispanic youth from unprivileged communities doing with digital media? What are their digitally mediated sociocultural practices?
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* How are they participating in networked culture through and with digital media? What forms of participation are they developing?
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* How is this group of Mexican Americans representative of the demographic and quantitative data of Latino/Hispanics in the USA?
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Secondary questions are:
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* What are kind of the digitally mediated identifies does Latino youth articulate?
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* How do circulation, creation, and searching of content work for Latino youth?
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* What kind of publics/audiences does Latino youth join?
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* How do social, cultural, and economic capitals determine Latino youth participation?
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* What kind of networked and convergence culture does Latino youth experience in their everyday lives?
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== Design ==
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An ethnographic study. Part of a bigger research project called Digital Edge. Selection of participants. Data collected. Instruments used. Means of analyzing data.
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Why [[Ethnography]]?
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Participants of the study or host community or population are from a low income high school. Majority of them are from low and low middle class. The segmentation of [[social class]] and ethnicity matters for this study.
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This project evolved as a result of my work in a bigger research project: [[The Digital Edge]] and the [[Connected Learning Research Network]], funded by the MacArthur Foundation [[DML initiative]].
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== Methods ==
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I used a multi-method approach combining [[qualitative]] and [[quantitative]] methodologies.
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== Core Themes ==
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This study examines how a group of second- and 1.5-generation Latino/Hispanic immigrant youths navigate the uneven process of assimilation into the United States by using digital tools and networks. Understanding Latino/Hispanic immigrant youth as social actors and creative agents, I investigate how their new media practices and skills help them assimilate into multiple dimensions of the host country. For this purpose, I use a transdisciplinary framework that combines sociocultural theories of media practice, critical theories of digital inequality, and sociological theories of assimilation. Through a series of case studies of five immigrant youths with Mexican origins (two girls and three boys, ages 14-18) and working class socioeconomic backgrounds, I analyze the mediated activities they have developed in the contexts of their homes, an after-school program, and social media networked spaces.
  
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The theoretical framework that constitutes this project is composed of 7 major concepts:
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I draw on qualitative data that I helped collect as a member of the Digital Edge project during a longitudinal ethnography (2011-2012) conducted at Freeway High School, a large, ethnically diverse, low-performing, and economically disadvantaged public school in the Austin Metropolitan Area. By revealing the local conditions and structural forces that shape how these Latino/Hispanic immigrant youths use technology in their everyday life, my analysis provides: new insights into digital divides and participation gaps; a grounded understanding of the role of new media practices and skills in the process of assimilation; and a nuanced description of the diverse media environments accessed by minority youth.
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* [[Participation]]
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* [[Networked and Convergence Culture]]
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* [[Social, Cultural and Economic Capitals]]
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* [[Latino/Hispanic label]]
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* [[New Literacies]]
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* [[Digital Inequalities]]
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* [[Youth]]
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* [[Creativity]]
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* [[Media Practices and literacies]]
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* [[Digital Divide]]
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== Prospectus ==
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My findings suggest that Latino/Hispanic immigrant youth use digital media technology to assimilate into cultural, linguistic, and social dimensions of U.S. society. Particularly, as the five youths developed new media practices and gained new media skills, their process of adaptation to the culture and language of the host country accelerated. However, although they obtained skills that helped them to advance in their process of assimilation, their abilities were not developed to high levels of expertise and their participation in new media cultures often remained peripheral. Evidence reveals that digital inequalities and participation gaps persist and continue to evolve in complex ways.
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* Working [[Proposal]]
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* Working [[Table of Contents]]
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== Journal ==
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== Index ==
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Everyday writing [[thesis log]]
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* [[Introduction]]
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* [[Chapter I. Methods]]
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* [[Chapter I. Theory]]
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* [[Chapter II. Family/Home]]
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* [[Chapter III. After-school]]
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* [[Chapter IV. Social Media Networked Spaces]]
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* [[Chapter V. Moving Forward]]
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* [[Conclusion]]
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* [[Appendix]]
  
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== Published Version ==
  
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== Getting started ==
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The published dissertation can be downloaded in PDF format from The University of Texas Library repository by going to this [https://repositories.lib.utexas.edu/handle/2152/31666 link].
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* [other projects]
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* [//www.mediawiki.org/wiki/Manual:FAQ MediaWiki FAQ]
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* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]
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Latest revision as of 11:15, 7 February 2016

Title

  • Networked and Disconnected: Latino/Hispanic Immigrant Youths, Digital Media, and Assimilation into the U.S.

Author

Andres A. Lombana Bermudez

Committee

S. Craig Watkins (Chair), Mary Celeste Kearney, Kathleen Tyner, Joe Straubhaar, and Henry Jenkins.

Abstract

This study examines how a group of second- and 1.5-generation Latino/Hispanic immigrant youths navigate the uneven process of assimilation into the United States by using digital tools and networks. Understanding Latino/Hispanic immigrant youth as social actors and creative agents, I investigate how their new media practices and skills help them assimilate into multiple dimensions of the host country. For this purpose, I use a transdisciplinary framework that combines sociocultural theories of media practice, critical theories of digital inequality, and sociological theories of assimilation. Through a series of case studies of five immigrant youths with Mexican origins (two girls and three boys, ages 14-18) and working class socioeconomic backgrounds, I analyze the mediated activities they have developed in the contexts of their homes, an after-school program, and social media networked spaces.

I draw on qualitative data that I helped collect as a member of the Digital Edge project during a longitudinal ethnography (2011-2012) conducted at Freeway High School, a large, ethnically diverse, low-performing, and economically disadvantaged public school in the Austin Metropolitan Area. By revealing the local conditions and structural forces that shape how these Latino/Hispanic immigrant youths use technology in their everyday life, my analysis provides: new insights into digital divides and participation gaps; a grounded understanding of the role of new media practices and skills in the process of assimilation; and a nuanced description of the diverse media environments accessed by minority youth.

My findings suggest that Latino/Hispanic immigrant youth use digital media technology to assimilate into cultural, linguistic, and social dimensions of U.S. society. Particularly, as the five youths developed new media practices and gained new media skills, their process of adaptation to the culture and language of the host country accelerated. However, although they obtained skills that helped them to advance in their process of assimilation, their abilities were not developed to high levels of expertise and their participation in new media cultures often remained peripheral. Evidence reveals that digital inequalities and participation gaps persist and continue to evolve in complex ways.

Index

Published Version

The published dissertation can be downloaded in PDF format from The University of Texas Library repository by going to this link.

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