Pub Date : 2023-10-16DOI: 10.1080/15348431.2023.2268732
Roberto C. Orozco, Antonio Duran, Gabriel Pulido
ABSTRACTIn this manuscript, we engage mentorship as a form of care, reciprocity, survival, and thriving for queer and trans people within academic spaces. In particular, we conceptualize the term queertorship, which involves a practice of one-to-one and collective guidance and support offered by queer and trans Latinx/a/o (QTL) people to and for other QTL people. We draw on Revilla’s (2021, 2022) theoretical concept of spirit restoration and healing as the framework for how we define queertorship and how we enact this concept in practice. We use our own testimonios of queertorship, with attention to the experiences we have had in the Queer and Trans Latinx/a/o Higher Education Collective, to show examples of our own queertorship journeys. In alignment with giving back to one another, we offer ofrendas to assert the importance and practice of queertorship for QTL people in higher education. These ofrendas include: 1) queertorship as a healing practice and space, 2) queertorship as systems-conscious, and 3) queertorship as enabling resilience and agency. Our hope is that the ofrendas we offer help to illuminate the necessity for queertorship in different spaces of academia for queer and trans Latinx/a/o people.KEYWORDS: Queer/trans Latinx/a/ohigher educationmentorshiphealingqueertorship AcknowledgmentsWe honor and give thanks to all the individuals who are part of the Queer and Trans Latinx/a/o Collective in Higher Education and whose presence and labor in creating this community allowed us to share the work we have done with each other and for others.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For continuity purposes, we use queer and trans people denoting the broad gender and sexual deviations from heteronormativity. We only use LGBTQ+ when we are referencing scholarship that uses this particular acronym.
{"title":"Creando Mundos Y Futuros de Jotería: Ofrendas of <i>Queertorship</i> for and by Queer and Trans Latinx/A/O People","authors":"Roberto C. Orozco, Antonio Duran, Gabriel Pulido","doi":"10.1080/15348431.2023.2268732","DOIUrl":"https://doi.org/10.1080/15348431.2023.2268732","url":null,"abstract":"ABSTRACTIn this manuscript, we engage mentorship as a form of care, reciprocity, survival, and thriving for queer and trans people within academic spaces. In particular, we conceptualize the term queertorship, which involves a practice of one-to-one and collective guidance and support offered by queer and trans Latinx/a/o (QTL) people to and for other QTL people. We draw on Revilla’s (2021, 2022) theoretical concept of spirit restoration and healing as the framework for how we define queertorship and how we enact this concept in practice. We use our own testimonios of queertorship, with attention to the experiences we have had in the Queer and Trans Latinx/a/o Higher Education Collective, to show examples of our own queertorship journeys. In alignment with giving back to one another, we offer ofrendas to assert the importance and practice of queertorship for QTL people in higher education. These ofrendas include: 1) queertorship as a healing practice and space, 2) queertorship as systems-conscious, and 3) queertorship as enabling resilience and agency. Our hope is that the ofrendas we offer help to illuminate the necessity for queertorship in different spaces of academia for queer and trans Latinx/a/o people.KEYWORDS: Queer/trans Latinx/a/ohigher educationmentorshiphealingqueertorship AcknowledgmentsWe honor and give thanks to all the individuals who are part of the Queer and Trans Latinx/a/o Collective in Higher Education and whose presence and labor in creating this community allowed us to share the work we have done with each other and for others.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For continuity purposes, we use queer and trans people denoting the broad gender and sexual deviations from heteronormativity. We only use LGBTQ+ when we are referencing scholarship that uses this particular acronym.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/15348431.2023.2263796
María de Jesús Elías, Chelsea Derlan Williams, Fantasy T. Lozada, Rosalie Corona, Terri N. Sullivan, Daisy Camacho-Thompson, Diamond Y. Bravo
ABSTRACTThe current study focused on processes underlying Cuban students’ academic performance. Using path analyses, the model examined the relations between family relationships and academic performance mediated by belongingness and moderated by sex differences among Cuban medical students (N = 613; M age = 21.39, SD = 2.05). Findings indicated that improved family relationships significantly predicted increased belongingness to the field of medicine for both male and female students. The relation between belongingness and academic performance was only significant for male students. Thus, improved family relationships informed academic performance via belongingness for male medical students.KEYWORDS: Family relationshipsbelongingnessacademic performanceCubanstudents Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis research was partially supported by a grant from the Harvard Graduate School of Education Dean’s venture fund (PI Diamond Y. Bravo). Chelsea D. Williams efforts on this article were partially supported by Virginia Commonwealth University’s Institute for Inclusion, Inquiry & Innovation (iCubed). We thank the medical students who participated in this study. We also thank the medical research assistants and faculty for their contributions to the larger study.
摘要当前的研究聚焦于古巴学生学业表现的过程。通过通径分析，该模型检验了古巴医学生家庭关系与学业成绩之间的关系，这种关系由归属感介导，并受性别差异的调节(N = 613;M年龄= 21.39,SD = 2.05)。研究结果表明，家庭关系的改善显著预测了男女学生对医学领域的归属感增加。归属感与学业成绩的关系仅在男生中显著。因此，改善的家庭关系通过归属感影响男医学生的学习成绩。关键词:家庭关系、归属、学习成绩、古巴学生、披露声明作者未发现潜在的利益冲突。本研究得到了哈佛大学教育研究生院院长风险基金(PI Diamond Y. Bravo)的部分资助。切尔西·d·威廉姆斯在这篇文章中的努力得到了弗吉尼亚联邦大学包容、探究与创新研究所(iCubed)的部分支持。我们感谢参与这项研究的医学生。我们也感谢医学研究助理和教师为更大的研究做出的贡献。
{"title":"Family Relationships and Academic Performance Mediated by Belongingness: Examining Sex Differences among Cuban Students","authors":"María de Jesús Elías, Chelsea Derlan Williams, Fantasy T. Lozada, Rosalie Corona, Terri N. Sullivan, Daisy Camacho-Thompson, Diamond Y. Bravo","doi":"10.1080/15348431.2023.2263796","DOIUrl":"https://doi.org/10.1080/15348431.2023.2263796","url":null,"abstract":"ABSTRACTThe current study focused on processes underlying Cuban students’ academic performance. Using path analyses, the model examined the relations between family relationships and academic performance mediated by belongingness and moderated by sex differences among Cuban medical students (N = 613; M age = 21.39, SD = 2.05). Findings indicated that improved family relationships significantly predicted increased belongingness to the field of medicine for both male and female students. The relation between belongingness and academic performance was only significant for male students. Thus, improved family relationships informed academic performance via belongingness for male medical students.KEYWORDS: Family relationshipsbelongingnessacademic performanceCubanstudents Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis research was partially supported by a grant from the Harvard Graduate School of Education Dean’s venture fund (PI Diamond Y. Bravo). Chelsea D. Williams efforts on this article were partially supported by Virginia Commonwealth University’s Institute for Inclusion, Inquiry & Innovation (iCubed). We thank the medical students who participated in this study. We also thank the medical research assistants and faculty for their contributions to the larger study.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/15348431.2023.2263781
Kaitlyn Culiton, Lourdes M. Marquez, Arthur D. Soto-Vásquez
ABSTRACTThis study analyzes the outcomes of a service-learning course where Latinas in a higher education setting created a 16-page children’s book for at-risk students as part of their education coursework in a regional public Hispanic-serving institution (HSI). There is a well-documented lack of Latina/o/x representation in children’s literature, which has impacts on literacy gaps and student confidence, but little research on the potential of creating children’s literature as a means to bridge divides. A series of qualitative focus groups at an HSI in a U.S.–Mexico border community were utilized to define the process of mirror making. Mirror making occurs when students draw from their own literacy journeys as the basis for writing while attempting to represent the experiences of emerging readers. As such, the process of mirror making represents a way of narrativizing sociopolitical issues of language, gender, and family that are relevant to their formative experiences.KEYWORDS: Children’s literatureLatinastestimonioHispanic-serving institutionrepresentation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 when the project was taught again, in the following semester, one student chose to write the book entirely in Spanish with no English translation.
{"title":"<i>Haciendo Espejos</i> : Multicultural Children’s Literature as Mirror Making","authors":"Kaitlyn Culiton, Lourdes M. Marquez, Arthur D. Soto-Vásquez","doi":"10.1080/15348431.2023.2263781","DOIUrl":"https://doi.org/10.1080/15348431.2023.2263781","url":null,"abstract":"ABSTRACTThis study analyzes the outcomes of a service-learning course where Latinas in a higher education setting created a 16-page children’s book for at-risk students as part of their education coursework in a regional public Hispanic-serving institution (HSI). There is a well-documented lack of Latina/o/x representation in children’s literature, which has impacts on literacy gaps and student confidence, but little research on the potential of creating children’s literature as a means to bridge divides. A series of qualitative focus groups at an HSI in a U.S.–Mexico border community were utilized to define the process of mirror making. Mirror making occurs when students draw from their own literacy journeys as the basis for writing while attempting to represent the experiences of emerging readers. As such, the process of mirror making represents a way of narrativizing sociopolitical issues of language, gender, and family that are relevant to their formative experiences.KEYWORDS: Children’s literatureLatinastestimonioHispanic-serving institutionrepresentation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 when the project was taught again, in the following semester, one student chose to write the book entirely in Spanish with no English translation.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134974944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1080/15348431.2023.2256868
Paty Abril-Gonzalez
ABSTRACTThis study, informed by Chicana Feminist frameworks, explores bilingual Latinx students’ resistance testimonios pertaining to instruction and assessment. These testimonios transpired through pláticas [familiar gatherings] between adolescent youth and the author, also their former elementary school teacher. This study is contextualized within historical and current ways white supremacy impacts education for bilingual Latinx students. Reviews of the literature show how standardized testing does not always capture a full narrative of bilingual Latinx students’ knowledge. While educators cannot dismantle all the limited ways of assessing students at once, this article adds to the scholarship on how teachers can build long-term relationships to mend these sources of harms. The past relationship, between the students and the author, helped establish plática spaces, where they collectively reflected on the ways instructional and assessment practices hurt or dismissed their communities. In the pláticas, students enriched their sociopolitical consciousness by pushing and pulling each other to share their lives. Assembling their collective testimonios reveals alternatives to understanding what bilingual Latinx students know. Remembering with, listening to, and assembling students’ testimonios collectively over time offers how educators might build longer lasting and broader relationships, for a broader, more expansive holistic understanding of Latinx students’ experiences in school. Educators must collaborate together, as there is a critical opportunity for reclaiming instructiom and assessment practices.KEYWORDS: Latinx adolescentsrelationshipsChicana feminist epistemology Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Long-term relationships in this article are defined by multiple years (three to four years+) that passed between the former teacher/author and the student/participants’ formal relationship in the classroom. The former teacher/author moved up with students for four years in elementary school. Then, the former teacher/author maintained contact with many students as they transitioned from elementary to middle and high school. The relationships continue to this day, as the former students are now young working and college-attending adults.2 All names of sites and participants are pseudonyms.3 School leaders gave me two teaching/assessment options. Either the students could take the third-grade exam in English, assuming they would score lower in third grade and increase scores when taking the test again in fourth grade. Or students could take the test in Spanish, with an assumption their scores would likely drop when taking it in English for the first time in fourth grade, rather than third. The school leadership team trusted and supported my decision to support students’ language development, and honoring their need to take their first standardized test in their native language.
{"title":"Resistance Testimonios for ReclaimingTeaching Instruction and Assessment Practices: Holistic Narratives of Bilingual Latinx Youths’ Knowledge Through Long-Term Relationships","authors":"Paty Abril-Gonzalez","doi":"10.1080/15348431.2023.2256868","DOIUrl":"https://doi.org/10.1080/15348431.2023.2256868","url":null,"abstract":"ABSTRACTThis study, informed by Chicana Feminist frameworks, explores bilingual Latinx students’ resistance testimonios pertaining to instruction and assessment. These testimonios transpired through pláticas [familiar gatherings] between adolescent youth and the author, also their former elementary school teacher. This study is contextualized within historical and current ways white supremacy impacts education for bilingual Latinx students. Reviews of the literature show how standardized testing does not always capture a full narrative of bilingual Latinx students’ knowledge. While educators cannot dismantle all the limited ways of assessing students at once, this article adds to the scholarship on how teachers can build long-term relationships to mend these sources of harms. The past relationship, between the students and the author, helped establish plática spaces, where they collectively reflected on the ways instructional and assessment practices hurt or dismissed their communities. In the pláticas, students enriched their sociopolitical consciousness by pushing and pulling each other to share their lives. Assembling their collective testimonios reveals alternatives to understanding what bilingual Latinx students know. Remembering with, listening to, and assembling students’ testimonios collectively over time offers how educators might build longer lasting and broader relationships, for a broader, more expansive holistic understanding of Latinx students’ experiences in school. Educators must collaborate together, as there is a critical opportunity for reclaiming instructiom and assessment practices.KEYWORDS: Latinx adolescentsrelationshipsChicana feminist epistemology Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Long-term relationships in this article are defined by multiple years (three to four years+) that passed between the former teacher/author and the student/participants’ formal relationship in the classroom. The former teacher/author moved up with students for four years in elementary school. Then, the former teacher/author maintained contact with many students as they transitioned from elementary to middle and high school. The relationships continue to this day, as the former students are now young working and college-attending adults.2 All names of sites and participants are pseudonyms.3 School leaders gave me two teaching/assessment options. Either the students could take the third-grade exam in English, assuming they would score lower in third grade and increase scores when taking the test again in fourth grade. Or students could take the test in Spanish, with an assumption their scores would likely drop when taking it in English for the first time in fourth grade, rather than third. The school leadership team trusted and supported my decision to support students’ language development, and honoring their need to take their first standardized test in their native language.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/15348431.2023.2252506
Susana Beltrán-Grimm
ABSTRACTCo-design approaches have roots in participatory research design methodologies, amplifying participants’ experiences, cultures, and beliefs by co-designing or co-creating an artifact or activity for and with other people. Little research has incorporated Spanish-speaking Latine families in co-designing early math tools and resources. Therefore, this study explored how six Latina mothers engaged in co-creating a math activity for their children. The results revealed that Latina mothers used cultural repertoires to navigate the co-design sessions and construct mathematical knowledge. Additionally, this study found that co-design methods centered Latina mothers as designers and users of their own math learning experience, positioning them as experts in their own learning and allowing for the co-creation of a meaningful math learning experience. These results provide insights into how co-design methods herald a different, more engaging way to involve Latine families in the design of math learning experiences and tools to standard family engagement interventions.KEYWORDS: Co-design researchearly mathLatine familiesfamily mathearly childhood Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"<i>No Solamente Ellos Aprenden, Aprendemos Nosotros También</i> : Latina Mothers’ Experiences with Co-Design Approaches in Creating a Math Activity for Their Children","authors":"Susana Beltrán-Grimm","doi":"10.1080/15348431.2023.2252506","DOIUrl":"https://doi.org/10.1080/15348431.2023.2252506","url":null,"abstract":"ABSTRACTCo-design approaches have roots in participatory research design methodologies, amplifying participants’ experiences, cultures, and beliefs by co-designing or co-creating an artifact or activity for and with other people. Little research has incorporated Spanish-speaking Latine families in co-designing early math tools and resources. Therefore, this study explored how six Latina mothers engaged in co-creating a math activity for their children. The results revealed that Latina mothers used cultural repertoires to navigate the co-design sessions and construct mathematical knowledge. Additionally, this study found that co-design methods centered Latina mothers as designers and users of their own math learning experience, positioning them as experts in their own learning and allowing for the co-creation of a meaningful math learning experience. These results provide insights into how co-design methods herald a different, more engaging way to involve Latine families in the design of math learning experiences and tools to standard family engagement interventions.KEYWORDS: Co-design researchearly mathLatine familiesfamily mathearly childhood Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/15348431.2023.2263783
Caitlin Deis, Elsa Gonzalez, Emma Perez
ABSTRACTContrary to the deficit, leaky pipe perspective, this study applied an asset-based framework that argues resilience is a cultural asset that motivates and contributes to success. The purpose of this study was to examine how Latinx students applied resilience contexts toward navigating the medical school pipeline. A qualitative, case study design was utilized to explore the medical school pipeline experiences of five Latinx medical students, attending one of the most diverse medical schools in the nation. Two data collection techniques were used including document analysis of medical school personal statements and participant interviews. Data were unitized, coded and analyzed using content analysis and constant comparative method. Findings suggest Latinx medical students demonstrate resilience prior to matriculation by being resourceful and not giving up despite citizenship barriers. Additionally, the Home, Community & College contexts of the Latina/o Resilience Model represented the role of resilience in the success of the participant’s journeys into medical school. Recommendations for practice are offered with the intention of providing higher education leaders ideas for increasing racial and ethnic representation within future cohorts of medical school students.KEYWORDS: ResilienceMedical educationLatinx Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the University of Houston, Underrepresented Women of Color Coalition.
{"title":"Roots of Cultural Resilience: A Case Study on the Resilience of Latinx Medical Students","authors":"Caitlin Deis, Elsa Gonzalez, Emma Perez","doi":"10.1080/15348431.2023.2263783","DOIUrl":"https://doi.org/10.1080/15348431.2023.2263783","url":null,"abstract":"ABSTRACTContrary to the deficit, leaky pipe perspective, this study applied an asset-based framework that argues resilience is a cultural asset that motivates and contributes to success. The purpose of this study was to examine how Latinx students applied resilience contexts toward navigating the medical school pipeline. A qualitative, case study design was utilized to explore the medical school pipeline experiences of five Latinx medical students, attending one of the most diverse medical schools in the nation. Two data collection techniques were used including document analysis of medical school personal statements and participant interviews. Data were unitized, coded and analyzed using content analysis and constant comparative method. Findings suggest Latinx medical students demonstrate resilience prior to matriculation by being resourceful and not giving up despite citizenship barriers. Additionally, the Home, Community & College contexts of the Latina/o Resilience Model represented the role of resilience in the success of the participant’s journeys into medical school. Recommendations for practice are offered with the intention of providing higher education leaders ideas for increasing racial and ethnic representation within future cohorts of medical school students.KEYWORDS: ResilienceMedical educationLatinx Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the University of Houston, Underrepresented Women of Color Coalition.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135387176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1080/15348431.2023.2256873
Maribel Santoyo, César Augusto Rossatto
ABSTRACTThis thought piece explored the scholarship that expands and disrupts ideas of citizenship. In U.S. civic education classrooms, citizenship is viewed through the lens of a legal model that does not accurately reflect mixed-status classrooms in U.S.-Mexico border schools. We argue for a cathartic pedagogy that normalizes the discussion of alternatives to dominant citizenship identities in K-20 classrooms. Thus, we drew on borderlands-centered pedagogy, and critical pedagogies of counterstory and testimony to put counter-narration in conversation with cultural citizenship. We invite educators to use any combination of these educational principles to empower students in their Borderlands classrooms.KEYWORDS: BorderlandsLatinécatharsiscitizenshipcivic educationcounter-narration Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Cathartic Border Pedagogies: The Decolonization of Citizenship in Borderlands Government Classrooms","authors":"Maribel Santoyo, César Augusto Rossatto","doi":"10.1080/15348431.2023.2256873","DOIUrl":"https://doi.org/10.1080/15348431.2023.2256873","url":null,"abstract":"ABSTRACTThis thought piece explored the scholarship that expands and disrupts ideas of citizenship. In U.S. civic education classrooms, citizenship is viewed through the lens of a legal model that does not accurately reflect mixed-status classrooms in U.S.-Mexico border schools. We argue for a cathartic pedagogy that normalizes the discussion of alternatives to dominant citizenship identities in K-20 classrooms. Thus, we drew on borderlands-centered pedagogy, and critical pedagogies of counterstory and testimony to put counter-narration in conversation with cultural citizenship. We invite educators to use any combination of these educational principles to empower students in their Borderlands classrooms.KEYWORDS: BorderlandsLatinécatharsiscitizenshipcivic educationcounter-narration Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.1080/15348431.2023.2257374
Melissa Adams Corral, Gladys Helena Krause, Luz Maldonado Rodríguez
ABSTRACTIn this paper we identify, name, and operationalize six borders typically found in school settings that include dual language classrooms: bordered languages, knowledge, content areas, bodies, selves, and teachers. We identify these borders as a point of departure to show an example of how a two-way dual language classroom operated through a form of border-crossing pedagogy that respects children and reveals authentic multilingual learning. We use this example to propose that, if dual language classrooms are to truly respect racially and linguistically marginalized students, educators must engage in a practice of protest and refusal toward curricular and social violence.Keywords: Bilingual educationdual languageborderspedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For more information, see the Coalition of Immokalee Workers: https://ciw-online.org/2 See the Racial Dot Map: https://demographics.virginia.edu/DotMap/3 These maps, racial dot maps, existed for the entire United States between the 2010 and 2020 census.4 At the time, the governor of was busy signing and promoting a senate bill that banned sanctuary cities and empowered law enforcement officials to request papers from anyone they suspected of being undocumented (Gamboa, Citation2017).
{"title":"“Va a Cambiar” - Identifying and Rejecting Border Patrol Pedagogies in a Dual Language Classroom","authors":"Melissa Adams Corral, Gladys Helena Krause, Luz Maldonado Rodríguez","doi":"10.1080/15348431.2023.2257374","DOIUrl":"https://doi.org/10.1080/15348431.2023.2257374","url":null,"abstract":"ABSTRACTIn this paper we identify, name, and operationalize six borders typically found in school settings that include dual language classrooms: bordered languages, knowledge, content areas, bodies, selves, and teachers. We identify these borders as a point of departure to show an example of how a two-way dual language classroom operated through a form of border-crossing pedagogy that respects children and reveals authentic multilingual learning. We use this example to propose that, if dual language classrooms are to truly respect racially and linguistically marginalized students, educators must engage in a practice of protest and refusal toward curricular and social violence.Keywords: Bilingual educationdual languageborderspedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For more information, see the Coalition of Immokalee Workers: https://ciw-online.org/2 See the Racial Dot Map: https://demographics.virginia.edu/DotMap/3 These maps, racial dot maps, existed for the entire United States between the 2010 and 2020 census.4 At the time, the governor of was busy signing and promoting a senate bill that banned sanctuary cities and empowered law enforcement officials to request papers from anyone they suspected of being undocumented (Gamboa, Citation2017).","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-16DOI: 10.1080/15348431.2023.2258198
Robin Brandehoff
ABSTRACTThe literature on mentorship centralizes formal mentoring programs with hired and trained staff and volunteers to work with at-promise youth of color at school- or community-based sites such as Big Brothers Big Sisters or smaller localized programs; however, these programs are not always available in rural areas. This multiple case study explores the phenomenon of naturally-occurring mentorships among Latine, gang-affiliated youth to evaluate what mentorship is and how mentoring relationships are cultivated and sustained. The research draws on fieldnotes, 300 hours of observations, eight three-phase semi-structured interviews with mentoring pairs, and written and pictorial evidence of the socio-political climate of the community confirmed through 20 semi-structured interviews with community leaders and elders. The study’s findings apply elements of aspirational, navigational, and resilient cultural wealth according to Yosso’s (2005) Community Cultural Wealth framework and were member-checked by mentoring participants. The findings suggest that a mentor can be an individual holding familial space in the mentee’s life; while the act of mentorship entails listening attentively, providing advice based on personal experiences, supporting the mentee in “getting out” of their hometown, and speaking one’s truth even if it is difficult to hear.KEYWORDS: Latine youthgang-affiliated youthmentorshipcase study Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available on request from the corresponding author, XX. The data are not publicly available due to restrictions in that they contain information that could compromise the privacy of research participants.Ethical statementIn accordance with Taylor & Francis policy and my ethical obligation as a researcher,Notes1 This article utilizes the community-driven definition of “gang-affiliated” as meaning an individual (youth or adult) who is labeled by points of authority such as police, courts, and schools as being affiliated with gangs due to the location of their home residence and/or their association with friends or family members who are known gang members. Being labeled or self-identifying as “gang-affiliated” does not mean that that individual is an active gang member; however, participants stated that their affiliation with specific sets often led to profiling, bullying, and discrimination from members of their community, but especially by police and school officials.2 This article differentiates the terms of “rural” vs. “urban” and “urban clusters” using the definitions put forth by the U.S. Census Bureau (Citation2022). Accordingly, urban areas consist of 50,000 individuals or more residing in that space, “urban clusters” are spaces of 2,500–50,000 individuals, and “rural” areas are delineated as having fewer than 2,500 people living in that area (Ratcliffe, Citation2015). The parti
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Pub Date : 2023-09-16DOI: 10.1080/15348431.2023.2256851
Qi Shi, Karen Phillips, Julius Davis, Erik Hines
ABSTRACTGuided by a combination of LatCrit and intersectionality this study examined the challenges Latina Multilingual Learners’ (ML) experienced in STEM and how their multiple marginalized identities (i.e. being Latina, female, and non-native English-speaker) and the oppression related to class, gender, race, and ethnicity influence their perspectives. Using an interpretive phenomenological design, we interviewed 10 Latina ML students from four universities. Hermeneutic phenomenological analysis yielded multiple major challenges in navigating through their undergraduate STEM programs: (a) academic challenges, (b) doubts and lack of confidence, (c) discriminations and biases against Latinas. Also, we discussed how system racism and intersectionality of multiple marginalized identity of Latina ML (i.e. class, gender, race, ethnicity and language) influence and interact with their experiences in STEM.KEYWORDS: Latina multilingual learnersinterpretive phenomenological designSTEMLatCrit and intersectionality Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation under Grant # 2024584000.
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