Difference between revisions of "Home and family"
From Dissertation in Progress
Lombanaphd (Talk | contribs) (Replaced content with "In this chapter * Home Media Environment * Home Computer * Family Dynamics") |
Lombanaphd (Talk | contribs) |
||
| Line 1: | Line 1: | ||
| − | + | The context of home and family is very important for understanding the process of assimilation. Immigration is a family affair. How do new media practices at home shape the assimilation trajectory? How do immigrant youth use new media at home? How does that use help them and their families to assimilate? | |
* [[Home Media Environment]] | * [[Home Media Environment]] | ||
* [[Home Computer]] | * [[Home Computer]] | ||
* [[Family Dynamics]] | * [[Family Dynamics]] | ||
| + | |||
| + | Focus on the practices at home, both individual and communal: | ||
| + | * Parental practices: rules, control, monitoring, access, buying | ||
| + | * Communal: joint consumption | ||
| + | * Individual: individual consumption | ||
| + | |||
| + | However, also address how those practices are shaped by: | ||
| + | |||
| + | * imaginaries: how do parents imagine their children’s future progression, learning, educational. (all of the parents think the computer helps with education, with homework, with school work.) | ||
| + | |||
| + | * discourses: what is expected of parents, what institutions expect. What kind of messages from school, from the media, from the church and community organizations are receiving the parents? | ||
| + | |||
| + | * constraints: how and why do parents differ in their approaches including culture, class, capital etc | ||
Revision as of 15:36, 11 November 2014
The context of home and family is very important for understanding the process of assimilation. Immigration is a family affair. How do new media practices at home shape the assimilation trajectory? How do immigrant youth use new media at home? How does that use help them and their families to assimilate?
Focus on the practices at home, both individual and communal:
- Parental practices: rules, control, monitoring, access, buying
- Communal: joint consumption
- Individual: individual consumption
However, also address how those practices are shaped by:
- imaginaries: how do parents imagine their children’s future progression, learning, educational. (all of the parents think the computer helps with education, with homework, with school work.)
- discourses: what is expected of parents, what institutions expect. What kind of messages from school, from the media, from the church and community organizations are receiving the parents?
- constraints: how and why do parents differ in their approaches including culture, class, capital etc
