| In this dissertation, based on classical grounded theory (Glaser & Strauss, 1967, 1971; Glaser, 1978, 1992, 1993, 1994a, 1994b, 1996, 1998, 2001, 2003, 2004), second generation Hispanic presidents and chancellors in higher education were studied to discover how they continually try to resolve second culture-coping challenges, the "conflict of cultures" (Park, 1928) wanting "neither of the older selves to be lost" (Dubois, 2003). The basic social process (BSP) of "showing the way" emerged in the analysis as the pattern of the behavior through which these Hispanic presidents endeavored to resolve conflicting cultural adjustment issues in a host society. This is sociocultural road mapping by those that have effectively negotiated a second society and second language and culture, who, as transformation agents in education, are driven to make a difference in their community by offering a pathway to the promises of the American Dream.;Showing the way involves three complementary stages or strategies. Oppositioning (Ogbu, 1974), pushing back host culture forces and resisting complete "melting" by assertion and affirmation of their cultural capital. The Spanish concept of ganas serves as a marker for cultural assertion and capital, as well as the conceptualization of the desire and drive for second-generation Hispanic immigrants to succeed in the United States. The transition stage allows for finding a way to negotiate the host culture through reorientation, cultural balancing, super achieving, and credential loading. Incorporation is noted by selective melting where crossing over is followed by crossing back.;Data were collected consistent with the fundamental property of grounded theory of "all is data," from field notes representing interviews and conversations with participants, transcripts of interviews, statements and interviews of individuals in the literature, observations made in higher education national conferences, taped documentaries of immigrant experiences, and the cultivation of insight gained from personal experiences. All of these elements were combined with ideations nurtured and cultivated in presentations and discussions at grounded theory symposia led by Dr. Barney B. Glaser. Conceptual ideations were captured in memos, which served as the foundation for the dissertation. Through constant comparative analysis, the participants' main concern of "showing the way" is revealed.;Key Words: grounded theory, basic social process, culture-coping, oppositioning, Hispanic educators. |
