Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.
Author ORCID Identifier
https://orcid.org/0009-0009-9327-4353
AccessType
Campus-Only Access for Five (5) Years
Document Type
dissertation
Degree Name
Doctor of Education (EdD)
Degree Program
Education
Year Degree Awarded
2024
Month Degree Awarded
February
First Advisor
Margaret L. Gebhard
Second Advisor
Laura A. Valdiviezo
Third Advisor
Haivan V. Hoang
Subject Categories
Language and Literacy Education
Abstract
The purpose of this study is to examine the ways in which multilingual learners negotiate identities and ideologies related to educational institutions and to consider how this negotiation relates to their educational investments over time. In particular, this longitudinal qualitative case study explores one multilingual learner’s journey through secondary school and college by analyzing more than six years of data including interviews, a focus group, student work, student records, and participant observation. Informed by critical sociocultural theory, the research examines the social context of education with consideration to the ways race, language, and culture shape and are shaped by educational experiences. Building on Darvin and Norton’s (2015) model of investment at the “intersection of identity, ideology, and capital” (p. 36), the study explores the investment of one student over time and space with particular attention to the ideologies that he negotiates as he works to become his imagined future self. Furthermore, the results prompt educators to consider how multilingual learners’ sustained investments in education can be grounded in ideologies of assimilation for some and ideologies of multilingualism and pluralism for others.
DOI
https://doi.org/10.7275/36512984
Recommended Citation
Goldstein, Erin E., "Negotiating Identities and Ideologies: A Longitudinal Look at Multilingual Learners’ Educational Investments in the Context of School Reform" (2024). Doctoral Dissertations. 3052.
https://doi.org/10.7275/36512984
https://scholarworks.umass.edu/dissertations_2/3052