Voices: A crosscultural binational study of Puerto Rican circular migrant students (CMS)

Date of Completion

January 2004


Education, Bilingual and Multicultural|Education, Guidance and Counseling|Education, Educational Psychology|Sociology, Ethnic and Racial Studies




The study investigated Puerto Rican Circular Migrant students (CMS) in order to: (1) identify the perceptions of Puerto Rican CMS related to the reasons for migration (M) and circular migration (CM) and, (2) identify their perceptions of how CM affects their social and academic lives. The study was binational in nature involving CMS from Puerto Rico as well as from the Northeastern region of the United States. De Orilla a Orilla [From Shore to Shore] and I*EARN (International Education and Resource Network) Computer Global Networks collaborated with the study. The study will employed interview based research methodology (Ada & Beutel, 1993; Ada, Beutel, Gottesman, Jue, Niepoth, & Silva, 1991; Erlandson, Harris, Skipper, & Allen, 1993; Lindlof, 1995; Rubin & Rubin, 1995; Seidman, 1991). The tool for data acquisition was the dialogue (Ada & Freire, 1989; Salazar, 1991; Shor & Freire, 1987) and thematic analysis will be used to explore the data (Denzin & Lincoln, 1994; Lincoln & Guba, 1985). The study intended to acquire and reveal new knowledge concerning this growing ethnic minority (Fitzpatrick, 1987; Institute of Puerto Rican Policy, 1992; Meléndez, 1993; Rivera-Batiz & Santiago, 1995) which has been largely neglected by the dominant culture in the United States. Previous and current efforts have failed in achieving a philosophy leading to successful educational practices to aid this population, and other migratory populations as well. The perceptions and voices of this sector of the population are needed in order to better understand and serve their counseling needs in terms of their cultural/ethnic identity crises and educational adjustments due to CM. This group has remained invisible to counselors and educators alike, even though the history of a high drop out rate and disenfranchisement is evident (Christensen, 1975, 1977; García Blanco & Colón Morera, 1993; Nieto, 1995; Rodríguez, 1995; D. W. Sue, 1995; D. W. Sue & D. Sue, 1990). ^