http://thesis.andreslombana.net/index.php?title=Conclusion&feed=atom&action=historyConclusion - Revision history2024-03-29T09:42:11ZRevision history for this page on the wikiMediaWiki 1.24.4http://thesis.andreslombana.net/index.php?title=Conclusion&diff=828&oldid=prevLombanaphd at 22:59, 30 March 20172017-03-30T22:59:04Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>'''Recommendations'''</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>'''Recommendations'''</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>This study and its main findings open opportunities for further investigation on Latino/Hispanic immigrant youth use of new media technologies and on their process of incorporation into several dimensions of the United States. Moreover, the analyses also open possibilities for media and learning design, and policy and educational interventions in the city of Austin and the state of Texas that could support processes of social inclusion of the children of labor immigrants from Mexico and other Latin-American countries who usually hold a position of disadvantage. I would like to conclude with a set of recommendations for researchers, educators, media designers, parents and policy makers.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>This study and its main findings open opportunities for further investigation on Latino/Hispanic immigrant youth use of new media technologies and on their process of incorporation into several dimensions of the United States. Moreover, the analyses also open possibilities for media and learning design, and policy and educational interventions in the city of Austin and the state of Texas that could support processes of social inclusion of the children of labor immigrants from Mexico and other Latin-American countries who usually hold a position of disadvantage. I would like to conclude with a set of recommendations for researchers, educators, media designers, parents and policy makers.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1) Second- and 1.5-generation Latino/Hispanic immigrant youth are a transformational force in the U.S. and are reshaping the future of the country. Although they can quickly adapt to the host country leveraging new media technologies, their potential as full participants in society, culture, and economy, requires of a more robust system of support that goes beyond public school and after-school programs. Setting up inter-institutional collaborations that can provide scaffolding and social support to Latino/Hispanic immigrant youth can help to boost their potential as transformative agents in the U.S. There is a need for spaces and programs, such as community and civic organizations, that could facilitate the access to more diverse and richer social networks, adult mentors, and other kind of social supports that could help scaffold a more fully participation in culture, economy, civics, and society.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1) Second- and 1.5-generation Latino/Hispanic immigrant youth are a transformational force in the U.S. and are reshaping the future of the country. Although they can quickly adapt to the host country leveraging new media technologies, their potential as full participants in society, culture, and economy, requires of a more robust system of support that goes beyond public school and after-school programs. Setting up inter-institutional collaborations that can provide scaffolding and social support to Latino/Hispanic immigrant youth can help to boost their potential as transformative agents in the U.S. There is a need for spaces and programs, such as community and civic organizations, that could facilitate the access to more diverse and richer social networks, adult mentors, and other kind of social supports that could help scaffold a more fully participation in culture, economy, civics, and society.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>2) The context of the Latino/Hispanic immigrant family emerges as an important site for leveraging the networked communication environment and opens a range of possibilities for intergenerational learning. There is a need for learning materials and experiences, in both English and Spanish, that support the cultural and language adaptation for all members of the family and encourage intergenerational and communal activities at the family/home context. These learning materials and experiences can help parents to bridge the acculturation gap in relation to new media skills while they</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">298</del></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>2) The context of the Latino/Hispanic immigrant family emerges as an important site for leveraging the networked communication environment and opens a range of possibilities for intergenerational learning. There is a need for learning materials and experiences, in both English and Spanish, that support the cultural and language adaptation for all members of the family and encourage intergenerational and communal activities at the family/home context. These learning materials and experiences can help parents to bridge the acculturation gap in relation to new media skills while they participate in communal activities with their children at home. This kind of new media engagement can help to create a more robust system of social support within the Latino/Hispanic family.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>participate in communal activities with their children at home. This kind of new media engagement can help to create a more robust system of social support within the Latino/Hispanic family.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>3) There is an urgent need to strengthen the sustainable development of new media literacy skills and encourage higher levels of expertise among Latino/Hispanic immigrant youth. For doing so it is crucial that educators actively incorporate these skills in formal schooling, foster their development across the curriculum, and connect them with other (non-school) contexts of activity. Given the affordances of the networked communication environment and the ability of Latino/Hispanic youth to leverage them, providing higher quality education, complex and meaningful challenges, and robust social support can improve the development of higher levels of expertise in new media skills. Furthermore, it is necessary that educators cultivate the acquisition of some of the new media skills (particularly collective intelligence) that remain underdeveloped among Latino/Hispanic immigrant youth.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>3) There is an urgent need to strengthen the sustainable development of new media literacy skills and encourage higher levels of expertise among Latino/Hispanic immigrant youth. For doing so it is crucial that educators actively incorporate these skills in formal schooling, foster their development across the curriculum, and connect them with other (non-school) contexts of activity. Given the affordances of the networked communication environment and the ability of Latino/Hispanic youth to leverage them, providing higher quality education, complex and meaningful challenges, and robust social support can improve the development of higher levels of expertise in new media skills. Furthermore, it is necessary that educators cultivate the acquisition of some of the new media skills (particularly collective intelligence) that remain underdeveloped among Latino/Hispanic immigrant youth.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>4) Researchers working with Latino/Hispanic immigrant youth need to put more attention to the juxtaposition of languages and cultures that digital tools and networks are allowing across contexts, especially at home. Studying the complex ways in which such layering of practices, languages, and cultures occurs can help us to better understand some of the creative, innovative, and resourceful ways in which Latino/Hispanic youth are navigating their process of incorporation into the United States. Such knowledge, furthermore, can be useful for fostering multicultural dialogue in an increasingly diverse nation.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>4) Researchers working with Latino/Hispanic immigrant youth need to put more attention to the juxtaposition of languages and cultures that digital tools and networks are allowing across contexts, especially at home. Studying the complex ways in which such layering of practices, languages, and cultures occurs can help us to better understand some of the creative, innovative, and resourceful ways in which Latino/Hispanic youth are navigating their process of incorporation into the United States. Such knowledge, furthermore, can be useful for fostering multicultural dialogue in an increasingly diverse nation.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>5) Alternative theories of assimilation benefit from the study of media practices and digital inequalities. Researchers building the theory of segmented assimilation need to incorporate the study of immigrant youths’ new media practices in their research endeavors in order to develop a better understanding of the unevenness and messiness of the process of incorporation across multiple dimensions. For instance, instead of considering only two possible trajectories of acculturation, the model would benefit from</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">299</del></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>5) Alternative theories of assimilation benefit from the study of media practices and digital inequalities. Researchers building the theory of segmented assimilation need to incorporate the study of immigrant youths’ new media practices in their research endeavors in order to develop a better understanding of the unevenness and messiness of the process of incorporation across multiple dimensions. For instance, instead of considering only two possible trajectories of acculturation, the model would benefit from considering more pathways, and different speeds in the trajectories of immigrant generations. Given the acceleration the possibility of greater juxtaposition of cultures and languages in a networked communication environment, considering more trajectories could help to better understand the complexity of the assimilation process and the greater agency of immigrant youths in the twenty-first century.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>considering more pathways, and different speeds in the trajectories of immigrant generations. Given the acceleration the possibility of greater juxtaposition of cultures and languages in a networked communication environment, considering more trajectories could help to better understand the complexity of the assimilation process and the greater agency of immigrant youths in the twenty-first century.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>6) In the complex evolution of digital inequalities and participation gaps, Latino/Hispanic working class immigrant parents have played an important role providing access, with different qualities and quantities, to digital tools and networks. However, many of them have little knowledge about new media technology beyond their belief that they are good for education and schooling. Latino/Hispanic parents, especially the ones with low educational attainment and non-proficient in English, need more information in Spanish language about digital tools, new media skills, and the Internet, so they can provide greater support to their children. Given Latino/Hispanic immigrant parents’ interest in supporting education through investments in new media technology, there is an urgent need of high quality learning materials and programs, in both Spanish and English, for this population. Latino/Hispanic parents, as much as children and youth, need to develop some level of social and cultural abilities to participate in digital culture. Only in this way, they would be able to provide greater social support for their children and youth.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>6) In the complex evolution of digital inequalities and participation gaps, Latino/Hispanic working class immigrant parents have played an important role providing access, with different qualities and quantities, to digital tools and networks. However, many of them have little knowledge about new media technology beyond their belief that they are good for education and schooling. Latino/Hispanic parents, especially the ones with low educational attainment and non-proficient in English, need more information in Spanish language about digital tools, new media skills, and the Internet, so they can provide greater support to their children. Given Latino/Hispanic immigrant parents’ interest in supporting education through investments in new media technology, there is an urgent need of high quality learning materials and programs, in both Spanish and English, for this population. Latino/Hispanic parents, as much as children and youth, need to develop some level of social and cultural abilities to participate in digital culture. Only in this way, they would be able to provide greater social support for their children and youth.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== References ==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== References ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>{{Reflist}}</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>{{Reflist}}</div></td></tr>
</table>Lombanaphdhttp://thesis.andreslombana.net/index.php?title=Conclusion&diff=827&oldid=prevLombanaphd at 22:57, 30 March 20172017-03-30T22:57:47Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>In this dissertation I have investigated the new media practices and skills that a group of five Latino/Hispanic immigrant youths growing up in Austin, Texas, developed through their activities in the contexts of family/home, after-school, and social media networked spaces. In my analysis I have tried to understand whether these practices and skills contributed to the process of assimilation into the United States. As second- and 1.5-generation immigrants, Gabriela, Inara, Sergio, Antonio, and Miguel were involved in a process of incorporation into a new country that started with their parents’ decision to move to the U.S. in search of better economic opportunities (labor migration). In the dawn of the twenty-first century, the U.S. was characterized by a context of rapid socio- technical change, socioeconomic stratification, demographic transformation, networked communication, and systemic inequalities. Although structural and individual factors have shaped the outcomes of the assimilation process, I sought to reveal the agency exercised by five Latino/Hispanic immigrant youth as they navigated multiple settings, made their own choices, and participated in a range of mediated activities. In this conclusion I focus specifically on four key findings from my analysis of the case studies discussed in previous chapters:</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>In this dissertation I have investigated the new media practices and skills that a group of five Latino/Hispanic immigrant youths growing up in Austin, Texas, developed through their activities in the contexts of family/home, after-school, and social media networked spaces. In my analysis I have tried to understand whether these practices and skills contributed to the process of assimilation into the United States. As second- and 1.5-generation immigrants, Gabriela, Inara, Sergio, Antonio, and Miguel were involved in a process of incorporation into a new country that started with their parents’ decision to move to the U.S. in search of better economic opportunities (labor migration). In the dawn of the twenty-first century, the U.S. was characterized by a context of rapid socio- technical change, socioeconomic stratification, demographic transformation, networked communication, and systemic inequalities. Although structural and individual factors have shaped the outcomes of the assimilation process, I sought to reveal the agency exercised by five Latino/Hispanic immigrant youth as they navigated multiple settings, made their own choices, and participated in a range of mediated activities. In this conclusion I focus specifically on four key findings from my analysis of the case studies discussed in previous chapters:</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 1) The five Latino/Hispanic immigrant youths were assimilating into the United States and digital tools were being leveraged in that process.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 1) The five Latino/Hispanic immigrant youths were assimilating into the United States and digital tools were being leveraged in that process.</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>In a context of rapid technological change, growing socioeconomic disparities, and increasing ethnic-racial diversity, digital inequalities and participation gaps in the United States continue to evolve in complex ways. Despite the widespread use of computers, smartphones, and the Internet among the U.S. youth population, disparities in skills, social supports, individual purposes, parenting styles, and access to digital technology persist. The interplay between these factors, as well as their relationship to structural inequalities in education, occupation, and income, continue to shape how young people participate in culture and society. In the case of the five Latino/Hispanic working-class immigrant youths, my analysis reveals the paradox of being simultaneously networked and disconnected. The analysis of new media practices among Latino/Hispanic working-class immigrant youth illustrates some of the contradictions that appear when less advantaged youth become connected to digital networks but lack the social supports, and scaffolding to fully participate.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>In a context of rapid technological change, growing socioeconomic disparities, and increasing ethnic-racial diversity, digital inequalities and participation gaps in the United States continue to evolve in complex ways. Despite the widespread use of computers, smartphones, and the Internet among the U.S. youth population, disparities in skills, social supports, individual purposes, parenting styles, and access to digital technology persist. The interplay between these factors, as well as their relationship to structural inequalities in education, occupation, and income, continue to shape how young people participate in culture and society. In the case of the five Latino/Hispanic working-class immigrant youths, my analysis reveals the paradox of being simultaneously networked and disconnected. The analysis of new media practices among Latino/Hispanic working-class immigrant youth illustrates some of the contradictions that appear when less advantaged youth become connected to digital networks but lack the social supports, and scaffolding to fully participate.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Despite being children of Mexican immigrants with few resources and low levels of educational attainment, the five Latino/Hispanic youths grew up surrounded by a networked communication environment that they accessed, with different frequencies and qualities, in their everyday life. Although these youths have been able to leverage this environment to advance their incorporation into multiple dimensions of the host society, they have not fully become participants in new media cultures. Their participation has been characterized by peripherality. That is, by an ambiguous position in which they, as newcomers, can have casual access to new media practices and participate in the culture by undertaking simple and “low-risk” activities such as web searches, media re- circulation on Facebook, camera operation, and digital video editing. <del class="diffchange diffchange-inline">Their peripheral</del></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">294</del></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Despite being children of Mexican immigrants with few resources and low levels of educational attainment, the five Latino/Hispanic youths grew up surrounded by a networked communication environment that they accessed, with different frequencies and qualities, in their everyday life. Although these youths have been able to leverage this environment to advance their incorporation into multiple dimensions of the host society, they have not fully become participants in new media cultures. Their participation has been characterized by peripherality. That is, by an ambiguous position in which they, as newcomers, can have casual access to new media practices and participate in the culture by undertaking simple and “low-risk” activities such as web searches, media re- circulation on Facebook, camera operation, and digital video editing.  </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>participation was the result of the complex interaction between their skills, individual purposes, social supports, and the quality of access to technology. While the lack of high- quality access to digital tools at times limited their opportunities to become full participants, at other times, their purposes and personal motivations determined the low quality of their engagement. Still, at other times, the underdevelopment of new media skills and limited access to social support in the context of activity kept their participation in the periphery.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">Their peripheral </ins>participation was the result of the complex interaction between their skills, individual purposes, social supports, and the quality of access to technology. While the lack of high- quality access to digital tools at times limited their opportunities to become full participants, at other times, their purposes and personal motivations determined the low quality of their engagement. Still, at other times, the underdevelopment of new media skills and limited access to social support in the context of activity kept their participation in the periphery.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>For instance, despite his motivation to fully participate in the YouTube community of game commentators, Miguel could not produce and upload his own videos. The barrier to participation was clearly shaped by the low-quality access to technology he had at home. However, he still found ways to connect to the community of game commentators and, with great social motivation, was able to engage in conversations with them. In contrast, when Antonio developed his music production practice at home, the barrier to full participation in MSSs emerged more from a combination of the simplicity of his individual purposes, lack of entitlement as a producer, and limited social support. In this case, Antonio was able to produce music with the technology he could access at home and was able to download music software by following the conversations of music producers online. However, he did not publish content on the SoundCloud platform nor did he engage in conversations with community members. Neither at home nor at the MSSs was he able to find the social supports that would act as scaffolding for more engaged participation. The interplay between limited social support and the desired outcomes that he identified when composing music (he rarely finished a single track he felt he could publish) kept Antonio on the periphery of the digital music culture (particularly that of dubstep producers). Likewise, Sergio and Antonio’s participation in Vimeo’s filmmaking communities remained peripheral due to a combination of low motivation to publish (e.g. lack of confidence and entitlement), little scaffolding, and the low quality of access to technology (e.g. loss of digital files).</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>For instance, despite his motivation to fully participate in the YouTube community of game commentators, Miguel could not produce and upload his own videos. The barrier to participation was clearly shaped by the low-quality access to technology he had at home. However, he still found ways to connect to the community of game commentators and, with great social motivation, was able to engage in conversations with them. In contrast, when Antonio developed his music production practice at home, the barrier to full participation in MSSs emerged more from a combination of the simplicity of his individual purposes, lack of entitlement as a producer, and limited social support. In this case, Antonio was able to produce music with the technology he could access at home and was able to download music software by following the conversations of music producers online. However, he did not publish content on the SoundCloud platform nor did he engage in conversations with community members. Neither at home nor at the MSSs was he able to find the social supports that would act as scaffolding for more engaged participation. The interplay between limited social support and the desired outcomes that he identified when composing music (he rarely finished a single track he felt he could publish) kept Antonio on the periphery of the digital music culture (particularly that of dubstep producers). Likewise, Sergio and Antonio’s participation in Vimeo’s filmmaking communities remained peripheral due to a combination of low motivation to publish (e.g. lack of confidence and entitlement), little scaffolding, and the low quality of access to technology (e.g. loss of digital files).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">295</del></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Social supports have emerged as one of the most critical dimensions of the digital inequalities confronted by Latino/Hispanic immigrant youth in the United States. Specifically, the social supports that youths can access in the context of the family/home – those shaped by different parenting styles – turn out to be crucial for the development of new media practices, skills, and the quality of participation across multiple contexts. Evidence presented in previous chapters reveals that the “accomplishment of natural growth” parenting style, as compared to that of “concerted cultivation,” constrained skill acquisition and new media practices of production and distribution. It was clear from the analysis of the five Latino/Hispanic immigrant families that the Garcia family, which was experiencing rapid social mobility and was en route to middle-class assimilation, was able to provide more social support than the others.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Social supports have emerged as one of the most critical dimensions of the digital inequalities confronted by Latino/Hispanic immigrant youth in the United States. Specifically, the social supports that youths can access in the context of the family/home – those shaped by different parenting styles – turn out to be crucial for the development of new media practices, skills, and the quality of participation across multiple contexts. Evidence presented in previous chapters reveals that the “accomplishment of natural growth” parenting style, as compared to that of “concerted cultivation,” constrained skill acquisition and new media practices of production and distribution. It was clear from the analysis of the five Latino/Hispanic immigrant families that the Garcia family, which was experiencing rapid social mobility and was en route to middle-class assimilation, was able to provide more social support than the others.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Gabriela’s parents developed a version of the middle-class “concerted cultivation” parenting style. They structured and monitored the activities of Gabriela and pushed her to achieve academically; they engaged in joint new media practices with her and actively mobilized social and economic resources to support her new media practices (e.g. digital photography). In contrast, having fewer resources and less social mobility, parents from the other four working-class families developed versions of the “accomplishment of natural growth” parenting style. They could not provide as much guidance and scaffolding for their children, and could not mobilize as many social and economic resources. With the exception of brokering practices (media and language brokering) wherein youths helped their parents to learn English and taught them how to use digital technology, these four families rarely engaged in joint new media activities. As a result, Inara, Antonio, Miguel, and Sergio, had more difficulty accessing social supports at home and ultimately did not develop a sense of entitlement that could have helped them to more effectively manage social interactions across various sociocultural contexts.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Gabriela’s parents developed a version of the middle-class “concerted cultivation” parenting style. They structured and monitored the activities of Gabriela and pushed her to achieve academically; they engaged in joint new media practices with her and actively mobilized social and economic resources to support her new media practices (e.g. digital photography). In contrast, having fewer resources and less social mobility, parents from the other four working-class families developed versions of the “accomplishment of natural growth” parenting style. They could not provide as much guidance and scaffolding for their children, and could not mobilize as many social and economic resources. With the exception of brokering practices (media and language brokering) wherein youths helped their parents to learn English and taught them how to use digital technology, these four families rarely engaged in joint new media activities. As a result, Inara, Antonio, Miguel, and Sergio, had more difficulty accessing social supports at home and ultimately did not develop a sense of entitlement that could have helped them to more effectively manage social interactions across various sociocultural contexts.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Previously considered evidence revealed that Gabriela had a sort of “digital home advantage” that allowed her to more fully participate in media production and distribution (although still from the periphery) than the other four youths in the context of</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">296</del></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Previously considered evidence revealed that Gabriela had a sort of “digital home advantage” that allowed her to more fully participate in media production and distribution (although still from the periphery) than the other four youths in the context of family/home. Feeling confident in the digital content she created with high-quality technology (SLR camera, laptop computer, and iPhone) that her dad had bought her, she was able, for instance, to publish photographs and videos on MSSs like Flickr and YouTube. Although she did not engage in conversations online, try to connect with an audience, or network with other young creators, she at least felt entitled to publish her own media creations online and share links to that content with her peers from high school and members of her family.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>family/home. Feeling confident in the digital content she created with high-quality technology (SLR camera, laptop computer, and iPhone) that her dad had bought her, she was able, for instance, to publish photographs and videos on MSSs like Flickr and YouTube. Although she did not engage in conversations online, try to connect with an audience, or network with other young creators, she at least felt entitled to publish her own media creations online and share links to that content with her peers from high school and members of her family.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The complex interaction between inequalities in skills, purpose, social supports, and access to technology has shaped the participation of Latino/Hispanic immigrant youths in new media cultures. Although they were not able to fully bridge the participation gap that emerged from the interplay of their lower socioeconomic resources, the low quality of their education, and their lower position in the U.S. social hierarchy, they were able to navigate the evolving contours of those gaps and found ways to be connected from the periphery. They became aware of media practices while being connected to digital networks. They also found opportunities to develop these practices in a meaningful way and gained new media skills at a basic level. Their major disconnection, however, was not technology. Although the low quality and quantity of technology access limited some of their practices, the major obstacles to full participation came from their limited access to social supports and scaffolding, their individual purposes, and the homogeneity of their social networks (homophily). This fact reveals how digital inequalities and participation gaps have evolved in paradoxical ways. While a diversity of young people are connecting to a networked communication environment and starting to leverage the affordances of digital technologies, participation gaps emerge in relation to youths’ position of power in the social hierarchy, their access to social supports, the richness of their social networks, and their level of expertise in new media skills.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The complex interaction between inequalities in skills, purpose, social supports, and access to technology has shaped the participation of Latino/Hispanic immigrant youths in new media cultures. Although they were not able to fully bridge the participation gap that emerged from the interplay of their lower socioeconomic resources, the low quality of their education, and their lower position in the U.S. social hierarchy, they were able to navigate the evolving contours of those gaps and found ways to be connected from the periphery. They became aware of media practices while being connected to digital networks. They also found opportunities to develop these practices in a meaningful way and gained new media skills at a basic level. Their major disconnection, however, was not technology. Although the low quality and quantity of technology access limited some of their practices, the major obstacles to full participation came from their limited access to social supports and scaffolding, their individual purposes, and the homogeneity of their social networks (homophily). This fact reveals how digital inequalities and participation gaps have evolved in paradoxical ways. While a diversity of young people are connecting to a networked communication environment and starting to leverage the affordances of digital technologies, participation gaps emerge in relation to youths’ position of power in the social hierarchy, their access to social supports, the richness of their social networks, and their level of expertise in new media skills.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">297</del></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Recommendations</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">'''</ins>Recommendations<ins class="diffchange diffchange-inline">'''</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>This study and its main findings open opportunities for further investigation on Latino/Hispanic immigrant youth use of new media technologies and on their process of incorporation into several dimensions of the United States. Moreover, the analyses also open possibilities for media and learning design, and policy and educational interventions in the city of Austin and the state of Texas that could support processes of social inclusion of the children of labor immigrants from Mexico and other Latin-American countries who usually hold a position of disadvantage. I would like to conclude with a set of recommendations for researchers, educators, media designers, parents and policy makers.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>This study and its main findings open opportunities for further investigation on Latino/Hispanic immigrant youth use of new media technologies and on their process of incorporation into several dimensions of the United States. Moreover, the analyses also open possibilities for media and learning design, and policy and educational interventions in the city of Austin and the state of Texas that could support processes of social inclusion of the children of labor immigrants from Mexico and other Latin-American countries who usually hold a position of disadvantage. I would like to conclude with a set of recommendations for researchers, educators, media designers, parents and policy makers.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1) Second- and 1.5-generation Latino/Hispanic immigrant youth are a transformational force in the U.S. and are reshaping the future of the country. Although they can quickly adapt to the host country leveraging new media technologies, their potential as full participants in society, culture, and economy, requires of a more robust system of support that goes beyond public school and after-school programs. Setting up inter-institutional collaborations that can provide scaffolding and social support to Latino/Hispanic immigrant youth can help to boost their potential as transformative agents in the U.S. There is a need for spaces and programs, such as community and civic organizations, that could facilitate the access to more diverse and richer social networks, adult mentors, and other kind of social supports that could help scaffold a more fully participation in culture, economy, civics, and society.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1) Second- and 1.5-generation Latino/Hispanic immigrant youth are a transformational force in the U.S. and are reshaping the future of the country. Although they can quickly adapt to the host country leveraging new media technologies, their potential as full participants in society, culture, and economy, requires of a more robust system of support that goes beyond public school and after-school programs. Setting up inter-institutional collaborations that can provide scaffolding and social support to Latino/Hispanic immigrant youth can help to boost their potential as transformative agents in the U.S. There is a need for spaces and programs, such as community and civic organizations, that could facilitate the access to more diverse and richer social networks, adult mentors, and other kind of social supports that could help scaffold a more fully participation in culture, economy, civics, and society.</div></td></tr>
</table>Lombanaphdhttp://thesis.andreslombana.net/index.php?title=Conclusion&diff=826&oldid=prevLombanaphd at 16:45, 27 March 20172017-03-27T16:45:17Z<p></p>
<a href="http://thesis.andreslombana.net/index.php?title=Conclusion&diff=826&oldid=825">Show changes</a>Lombanaphdhttp://thesis.andreslombana.net/index.php?title=Conclusion&diff=825&oldid=prevLombanaphd at 15:44, 26 March 20172017-03-26T15:44:12Z<p></p>
<a href="http://thesis.andreslombana.net/index.php?title=Conclusion&diff=825&oldid=824">Show changes</a>Lombanaphdhttp://thesis.andreslombana.net/index.php?title=Conclusion&diff=824&oldid=prevLombanaphd: Created page with "In this dissertation I have investigated the new media practices and skills that a group of five Latino/Hispanic immigrant youths growing up in Austin, Texas, developed throug..."2017-03-26T15:32:26Z<p>Created page with "In this dissertation I have investigated the new media practices and skills that a group of five Latino/Hispanic immigrant youths growing up in Austin, Texas, developed throug..."</p>
<a href="http://thesis.andreslombana.net/index.php?title=Conclusion&diff=824">Show changes</a>Lombanaphd