🚨 New Blog Alert! 🚨
🎓 My journey from dissertation to advocacy! As a Puerto Rican and clinical psychologist, my latest blog post explores the complexities of ethnic identity formation among Dominican-American families. 🌍👶
💡 In this post, I dive into the struggles Dominican-born mothers face while raising their U.S.-born children in a culture that often overlooks their heritage.
🔍 Using ecological and feminist ecological models, I explore how identity develops across different contexts—families, schools, and society at large.
📝 Check out the full story of my dissertation journey and how it’s shaped my work in psychology and social justice!
#EthnicIdentity #LatinoHeritage #SocialJustice #Psychology #CulturalDiversity #DominicanPride #PuertoRicanPride #EcologicalModel #FeministTheory #ResearchToAdvocacy #ScholarJourney
This article encapsulates the essence of my dissertation journey, shedding light on the unique challenges faced by Dominican families and the powerful role of mothers in shaping their children’s ethnic identity in the U.S. My hope is that this research will inspire more studies focused on the intersections of ethnicity, identity, and culture, as we strive for a more just and inclusive society.
Blog Article: My Dissertation Journey: Navigating the Complexities of Ethnic Identity
My dissertation journey was as much an academic pursuit as it was a personal exploration of identity, culture, and the complexities that define the lives of Dominican-American families. My work, titled Dominican-born Mothers' Perceptions of Ethnic Identity Experience in Their U.S.-born Dominican Elementary School Age Children: A Qualitative Study, delved into the world of Dominican mothers in Providence, Rhode Island, to understand their struggles, triumphs, and hopes for their children’s ethnic identity development (Sabater_Dissertation_NEU).
The process of developing this dissertation was multi-layered, steeped in the intricate dynamics of Dominican culture, identity, and the challenges immigrant families face in maintaining their cultural heritage in a foreign land. As a Puerto Rican, born into U.S. citizenship but raised in a culturally rich and distinct environment, this project wasn’t merely an academic requirement; it was deeply personal. I set out to explore how Dominican mothers viewed their children's ethnic identity formation in the U.S., where they constantly faced tensions between preserving their Dominican heritage and adapting to American cultural norms. This tension mirrored many aspects of my own journey as a Puerto Rican living within the broader U.S. context, a reflection that greatly influenced my approach to the study.
The Foundation: Why Study Dominican Ethnic Identity?
One of the first questions I encountered during the dissertation process was, "Why study Dominicans?" As the fifth largest and fastest-growing Latino group in the U.S., Dominicans face unique socio-cultural and socio-political challenges. The Dominican community in the U.S., especially in Providence, is an essential part of the city’s demographic fabric. Despite their growing presence, Dominican families still grapple with issues like socio-economic inequities and cultural marginalization. This study was born from a need to give voice to those often left on the margins, particularly Dominican-born mothers, who play a pivotal role in the transmission of cultural values and ethnic identity to their U.S.-born children (Sabater_Dissertation_NEU).
Theoretical Underpinnings: Ecological and Feminist Ecological Models
At the heart of my dissertation were the ecological and feminist ecological models (Bronfenbrenner, 1979; Ballou, Matsumoto, & Wagner, 2002), which emphasize the contextual influences on ethnic identity formation. These frameworks allowed me to examine the layers of interactions—ranging from family dynamics (the micro-system) to larger societal structures (the macro-system)—that shape identity development.
The ecological model, introduced by Bronfenbrenner (1979), highlights the interconnected systems in which individuals operate, illustrating how cultural identity is not formed in isolation but influenced by the multiple environments individuals engage with. In this case, Dominican children’s ethnic identity was shaped by their homes, schools, and broader community contexts (Sabater_Dissertation_NEU).
The feminist ecological model adds an essential layer, focusing on the experiences of marginalized groups, particularly women. It allowed me to center the Dominican mothers’ voices as agents of cultural transmission, emphasizing their role within systems of power and oppression. Ballou, Matsumoto, & Wagner (2002) expanded the ecological model by incorporating the lived experiences of women and non-dominant groups, confronting the social and political realities that affect ethnic identity development (Sabater_Dissertation_NEU).
These models were key to understanding how Dominican mothers confront and negotiate their children’s cultural identity in the face of dominant U.S. norms. Many mothers expressed concern over their children losing touch with their Dominican roots while simultaneously trying to ensure their success in American society. This delicate balance became a focal point of the research.
The Research Process: Co-Constructing Meaning
The research itself was designed to be a collaborative process between me, the researcher, and the participants—Dominican-born mothers. We conducted five focus groups and ten individual interviews in Spanish, co-constructing the meaning of their lived experiences. This qualitative approach was essential for capturing the depth and nuance of their stories. The mothers shared their struggles in helping their children navigate ethnic identity formation in the U.S., touching on issues such as socio-political confrontations, socio-emotional challenges, and socio-cultural reactions (Sabater_Dissertation_NEU).
One significant theme that emerged was the role of the mothers as cultural gatekeepers. They viewed themselves as "identity agents," responsible for instilling Dominican values and traditions in their children, despite the external pressures of assimilation. They often faced challenges, such as navigating schools that didn’t recognize or value their children’s cultural heritage or dealing with social systems that marginalized them based on race or ethnicity.
Personal Reflections: The Intersection of Scholar and U.S. Citizen
This journey, however, was not just about understanding the experiences of Dominican mothers. It was also about reflecting on my own experiences as a Puerto Rican—a U.S. citizen by birth—raising children in the broader context of American society. The research allowed me to see parallels between my academic pursuits and my personal life. Like the mothers in my study, I grappled with questions of how best to preserve my cultural roots while supporting my children in a society that often overlooks or misrepresents those roots.
Throughout the dissertation process, I found myself asking: How can we, as a community, create spaces where our cultural identities are not just preserved but celebrated? How do we navigate the complexities of being Latino in a country that views us through a monolithic lens? These questions not only shaped my dissertation but continue to inform my work today as a psychologist and community leader.
Towards Social Justice and Empowerment
The completion of this dissertation marked the beginning of a larger commitment to addressing the socio-political and cultural challenges faced by Dominican families in the U.S. This work underscored the importance of giving voice to marginalized communities and actively participating in the creation of policies and practices that promote social justice.
I believe that my dissertation contributes to a growing body of research aimed at empowering Dominican families and fostering a deeper understanding of ethnic identity development among U.S.-born children. The journey continues, but this project has been a crucial steppingstone in my academic and personal life, guiding me toward new avenues of research and advocacy for social equity.
Comments