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Implicit Perceptions and Explicit Messages: Poverty, a Hispanic Family, and the Damaging Juncture Between Literacy Reality and Literacy Demands

Implicit Perceptions and Explicit Messages: Poverty, a Hispanic Family, and the Damaging Juncture Between Literacy Reality and Literacy Demands
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Author(s): Larkin Page (Xavier University of Louisiana, USA)
Copyright: 2022
Pages: 19
Source title: Poverty Impacts on Literacy Education
Source Author(s)/Editor(s): Jill Tussey (Buena Vista University, USA) and Leslie Haas (Xavier University of Louisiana, USA)
DOI: 10.4018/978-1-7998-8730-0.ch007

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Abstract

The present study offers implications for teacher-researchers by expanding prior ethnographic literacy research providing knowledge and understanding to educators interested in home-based family literacy activities and functions and the interface between these and school-based literacy expectations from public school educators. While generalizations cannot be made to all Hispanic families based on the data from the research family, a theoretical construct can be built based on data gathered. In understanding the data from this study, educators can contemplate and move away from negative assumptions about what literacies occur in the households of poor, minority families. Educators can then build confident relationships with families if and only when there is real knowledge of and from families themselves.

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