Pub Date : 2023-11-06DOI: 10.1080/15348431.2023.2274856
Laura Nichols, Maria Valle
ABSTRACTUndermatching, or students attending less selective colleges than they are academically qualified to attend, is seen as a contributing factor to the lagging college completion rate of low-income and first-generation college students. Addressing the mismatch has been mainly limited to the individual level. Through analysis of interview and longitudinal school administrative data with aspiring first-generation college low-income Latinx youth who started preparing to attend college in middle school, we find that the need to work, which students started doing in high school, was a major factor in students’ undermatching. We show how employment collides with the structure of colleges as racialized organizations (Ray, 2019), especially matching colleges with high graduation rates. Selective colleges did not provide the support students needed to address their financial situations, and students attending schools to which they undermatched required more assistance navigating work and schools to stop them from dropping out. We also discuss program and policy solutions to address the low college completion rates of Latinx first-generation college students more fully as well as how to better support their need to work.KEYWORDS: First-generation collegecollege matchcollege completionemploymentLatinxLatino/aracialized organizationsworking students AcknowledgmentsThank you to those who participated in this study as interviewees and staff at the middle school who helped us reach out to school alumni. Thank you also to those who gave feedback on earlier versions of the article, especially Rachelle Brunn-Bevel.Disclosure statementNo potential conflict of interest was reported by the author(s).Research ethicsThis research protocol went through and passed human subjects review. The research has been conducted consistent with the ethical standards articulated in the 1964 Declaration of Helsinki and its subsequent amendments and Section 12 of the ASA’s Code of Ethics. All participants were informed of the purpose of the research and their rights as research participants. Informed consent was given by all interviewees.Notes1 All school and student names are pseudonyms.
{"title":"Employment and the Structure of Colleges as Barriers to College Match and Degree Completion for Latinx First-Generation College Students","authors":"Laura Nichols, Maria Valle","doi":"10.1080/15348431.2023.2274856","DOIUrl":"https://doi.org/10.1080/15348431.2023.2274856","url":null,"abstract":"ABSTRACTUndermatching, or students attending less selective colleges than they are academically qualified to attend, is seen as a contributing factor to the lagging college completion rate of low-income and first-generation college students. Addressing the mismatch has been mainly limited to the individual level. Through analysis of interview and longitudinal school administrative data with aspiring first-generation college low-income Latinx youth who started preparing to attend college in middle school, we find that the need to work, which students started doing in high school, was a major factor in students’ undermatching. We show how employment collides with the structure of colleges as racialized organizations (Ray, 2019), especially matching colleges with high graduation rates. Selective colleges did not provide the support students needed to address their financial situations, and students attending schools to which they undermatched required more assistance navigating work and schools to stop them from dropping out. We also discuss program and policy solutions to address the low college completion rates of Latinx first-generation college students more fully as well as how to better support their need to work.KEYWORDS: First-generation collegecollege matchcollege completionemploymentLatinxLatino/aracialized organizationsworking students AcknowledgmentsThank you to those who participated in this study as interviewees and staff at the middle school who helped us reach out to school alumni. Thank you also to those who gave feedback on earlier versions of the article, especially Rachelle Brunn-Bevel.Disclosure statementNo potential conflict of interest was reported by the author(s).Research ethicsThis research protocol went through and passed human subjects review. The research has been conducted consistent with the ethical standards articulated in the 1964 Declaration of Helsinki and its subsequent amendments and Section 12 of the ASA’s Code of Ethics. All participants were informed of the purpose of the research and their rights as research participants. Informed consent was given by all interviewees.Notes1 All school and student names are pseudonyms.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"338 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635907","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 : 2023-11-06DOI: 10.1080/15348431.2023.2271556
Isabelle J. Hwang, Cecelia M. Mancera, Rosa I. Ramirez, Raquel A. Woods, Mona Bains
ABSTRACTThis mixed method study assessed the perceptions of health professional graduate students on a sense of belonging and evaluated the engagement experiences valued most in a graduate program across three domains of belonging, academics and diversity, equity and inclusion. Hispanic students valued building professional relationships with faculty and mentors more than non-Hispanic students while non-Hispanic students valued opportunities to discuss race relations outside the classroom. Belonging at the graduate level in health professional programs is distinct from undergraduate programs because of new expectations of developing into entry level clinicians. This study showed that Hispanic students significantly valued building connections with mentors, faculty and staff, identifying a need of continued supportive mentoring relationships within this population at the graduate level. Implications of these findings across the available literature are discussed.KEYWORDS: BelongingHispanic graduate studentsengagementprofessional relationships AcknowledgmentsWe would like to acknowledge the following DPT students who served as cofacilitators during the Cardinal Cafe event, Tara M. Khalili, Rachel T. Downer, Savannah E. Bailey, and Jasmin E. Pena.Disclosure statementNo potential conflict of interest was reported by the authors.
摘要本研究采用混合方法评估了卫生专业研究生对归属感的感知，并在归属感、学术与多样性、公平与包容三个领域评估了研究生项目中最重要的参与体验。西班牙裔学生比非西班牙裔学生更重视与教师和导师建立专业关系，而非西班牙裔学生更重视在课堂外讨论种族关系的机会。属于卫生专业项目的研究生水平与本科项目不同，因为他们对发展成为入门级临床医生有新的期望。这项研究表明，西班牙裔学生非常重视与导师、教职员工建立联系，这表明在研究生阶段，西班牙裔学生需要持续的支持性指导关系。讨论了这些发现在现有文献中的意义。我们要感谢以下在红衣主教咖啡馆活动中担任共同协调员的DPT学生，Tara M. Khalili, Rachel T. Downer, Savannah E. Bailey和Jasmin E. Pena。披露声明作者未报告潜在的利益冲突。
{"title":"Identifying the Needs of a Diverse Cohort and Engagement Opportunities That Foster a Sense of Belonging at a Hispanic-Serving Doctoral Program","authors":"Isabelle J. Hwang, Cecelia M. Mancera, Rosa I. Ramirez, Raquel A. Woods, Mona Bains","doi":"10.1080/15348431.2023.2271556","DOIUrl":"https://doi.org/10.1080/15348431.2023.2271556","url":null,"abstract":"ABSTRACTThis mixed method study assessed the perceptions of health professional graduate students on a sense of belonging and evaluated the engagement experiences valued most in a graduate program across three domains of belonging, academics and diversity, equity and inclusion. Hispanic students valued building professional relationships with faculty and mentors more than non-Hispanic students while non-Hispanic students valued opportunities to discuss race relations outside the classroom. Belonging at the graduate level in health professional programs is distinct from undergraduate programs because of new expectations of developing into entry level clinicians. This study showed that Hispanic students significantly valued building connections with mentors, faculty and staff, identifying a need of continued supportive mentoring relationships within this population at the graduate level. Implications of these findings across the available literature are discussed.KEYWORDS: BelongingHispanic graduate studentsengagementprofessional relationships AcknowledgmentsWe would like to acknowledge the following DPT students who served as cofacilitators during the Cardinal Cafe event, Tara M. Khalili, Rachel T. Downer, Savannah E. Bailey, and Jasmin E. Pena.Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634160","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 : 2023-11-03DOI: 10.1080/15348431.2023.2274845
Tanya L. Flores, Maison Evensen-Martinez
ABSTRACTThe current study examines the bilingual language development of twelve young children. We focus on the use of Spanish as a heritage language among the children while they learn English in an English-majority environment. Data was collected in English and Spanish four times over the first two years of formal schooling. The study focuses on oral language production in Spanish and English using several language-eliciting tasks including vocabulary identification and picture storytelling. Results demonstrated improvement in English oral fluency, vocabulary, and grammatical complexity over the two-year period, as expected. Most of the children maintained roughly the same scores on Spanish vocabulary identification and oral fluency over the same timeframe. The study shows that retention of the first language (L1) is achievable even by children living in English-majority neighborhoods.KEYWORDS: Early ChildhoodDual LanguageHeritage LanguageEnglish language learnersLatino/a children and familiesSpanish-English contact AcknowledgmentsAcknowledgments: We would like to thank the participants in the study, as well as their parents and teachers. A special thanks to Cecilia Cardoza (Speech Lang Pathology, MS) for conducting the PLS tests. Also we appreciate the members of our research team who helped transcribe and code the data for the larger study: Ellie Kaiser, Alice Havrilla, Dave Clark, and Sierra Jensen. We appreciate the anonymous reviewers who provided feedback on all versions of this paper. Any errors that remain are our own.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The student of Guatemalan descent used two lexical items that were different from the other children, but did not exhibit any pronunciation or grammatical differences from the other children. For example, he was not of an/s/-aspirating dialect. The larger data set included children from dialectal backgrounds who did have considerably more language variation than the twelve participants included for this paper.Additional informationFundingThe work was supported by the University VPR.Notes on contributorsTanya L. FloresDr. Tanya L. Flores is a sociolinguist/phonetician and Associate professor of Spanish Linguistics in the department of World Languages and Cultures at the University of Utah. Her research focuses on socio-phonetic variation that is motivated by several linguistic and social factors, including phonetic environment, speaker & listener traits, type and origin of discourse, and lexical frequency of spoken words. Her current linguistic projects are on (1) Spanish-English bilingual children, (2) Japanese-Spanish bilinguals and (3) Hispanic hard-of-hearing children.Maison Evensen-MartinezMaison Evensen-Martinez is currently a student physician at Rocky Vista University. He is a recent graduate of the University of Utah, where he majored in Spanish. He served as an undergraduate research assistant to Dr. Flores for four years.
摘要本研究考察了12名幼儿的双语语言发展情况。我们的重点是让孩子们在英语为主的环境中学习英语，同时把西班牙语作为一种传统语言。在正式教育的头两年里，用英语和西班牙语收集了四次数据。该研究的重点是西班牙语和英语的口语生产，使用几个语言引出任务，包括词汇识别和图片讲故事。结果表明，在两年的时间里，英语口语流利度、词汇量和语法复杂性都得到了改善，正如预期的那样。在相同的时间段内，大多数孩子在西班牙语词汇识别和口语流利度方面保持大致相同的分数。研究表明，即使是生活在以英语为主的社区的孩子，也可以保持母语。关键词:幼儿;双语;传统语言;;英语学习者;;;;;;特别感谢Cecilia Cardoza(语言语言病理学，MS)进行PLS测试。我们还要感谢我们研究团队的成员，他们帮助转录和编码了更大的研究数据:Ellie Kaiser, Alice Havrilla, Dave Clark和Sierra Jensen。我们感谢对本文所有版本提供反馈的匿名审稿人。剩下的任何错误都是我们自己的。披露声明作者未报告潜在的利益冲突。注1:危地马拉裔学生使用的两个词汇与其他孩子不同，但与其他孩子的发音或语法没有任何差异。例如，他的方言中没有/s/发音。更大的数据集包括来自方言背景的儿童，他们的语言差异确实比本文的12名参与者大得多。这项工作得到了大学VPR的支持。关于贡献者的说明:stanya L. flores博士。Tanya L. Flores是犹他大学世界语言与文化系的社会语言学家/语音学家和西班牙语语言学副教授。她的研究重点是社会语音变异，这种变异是由多种语言和社会因素引起的，包括语音环境、说话者和听话者的特征、话语的类型和来源以及口语词汇的词汇频率。她目前的语言学项目是(1)西班牙-英语双语儿童，(2)日本-西班牙双语儿童，(3)西班牙语听力障碍儿童。Maison Evensen-Martinez目前是洛基维斯塔大学的一名实习医师。他刚从犹他大学毕业，主修西班牙语。他曾担任弗洛雷斯博士的本科研究助理四年。
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Pub Date : 2023-11-03DOI: 10.1080/15348431.2023.2274850
Dénise Rodriguez-Strawn, Elizabeth C. Apodaca
ABSTRACTThis study sought to understand the educational experiences of three Latina doctoral students that led to spirit murdering, that is, the racial violence that sought to kill their humanity. They examined their experiences of spirit murdering while attending a Hispanic-Serving Institution in the southwest, reflecting on the impact this had on their bodymindspirit and the ways in which they responded. The number of Latinas pursuing a post-secondary degree is growing exponentially, and the difference between their enrollment and degree attainment numbers is staggering. Literature has revealed that instances of stress, gender bias and role conflict, marginalization, and isolation have affected Latina students in academia. By analyzing the experiences of the study’s participants, the authors offer their insight on how institutions (and in particular, HSIs) could better support Latina student populations.KEYWORDS: Spirit murderingbodymindspiritmicroaggressionsmacroaggressionssobrevivienteimposter syndrome Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"<i>Sobreviviente</i> : Examining the Effects of Spirit Murdering on the <i>BODYMINDSPIRIT</i> of Latinas Attending a Hispanic-Serving Institution","authors":"Dénise Rodriguez-Strawn, Elizabeth C. Apodaca","doi":"10.1080/15348431.2023.2274850","DOIUrl":"https://doi.org/10.1080/15348431.2023.2274850","url":null,"abstract":"ABSTRACTThis study sought to understand the educational experiences of three Latina doctoral students that led to spirit murdering, that is, the racial violence that sought to kill their humanity. They examined their experiences of spirit murdering while attending a Hispanic-Serving Institution in the southwest, reflecting on the impact this had on their bodymindspirit and the ways in which they responded. The number of Latinas pursuing a post-secondary degree is growing exponentially, and the difference between their enrollment and degree attainment numbers is staggering. Literature has revealed that instances of stress, gender bias and role conflict, marginalization, and isolation have affected Latina students in academia. By analyzing the experiences of the study’s participants, the authors offer their insight on how institutions (and in particular, HSIs) could better support Latina student populations.KEYWORDS: Spirit murderingbodymindspiritmicroaggressionsmacroaggressionssobrevivienteimposter syndrome Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"14 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135873896","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 : 2023-11-01DOI: 10.1080/15348431.2023.2276782
Katerin Elizabeth Arias-Ortega, Viviana Villarroel Cárdenas, Carlos Sanhueza-Estay
ABSTRACTThe article reports on the dispossession of indigenous knowledge in the public education system in Mapuche territory in La Araucanía, a southern region in Chile. The methodology is qualitative, 18 people were interviewed including Mapuche wise men and women, fathers, and mothers who experienced schooling processes in their younger years. The information analysis technique is content analysis, to identify explicit and latent meanings related to the schools they attended and the Chilean education system. Mapuche wise people and parents were consulted on the pedagogical practices of dispossession of ancestral knowledge that have been institutionalized. Main results show that schools have transmitted a Western Eurocentric-based knowledge which results in the dispossession of their own episteme and in their transformation into ordinary Chilean citizens who are unaware of their language and culture as a central axis of their sociocultural identity. Main conclusions account for the historical processes of schooling in an indigenous context, highlighting the consequences that this monocultural education has brought to families, communities, and new generations of indigenous. This poses the challenge of transforming the school curriculum, to transmit their truth, to advance in justice, reparation, and to ensure the non-repetition of the epistemicide of indigenous knowledge in the school.KEYWORDS: Dispossessionindigenous knowledgeschool educationepistemicide AcknowledgmentsAcknowledgments to the project FONDECYT INICIACION N° 11200306 financed by the National Research and Development Agency of Chile (ANID)Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Agencia Nacional de Investigación y Desarrollo de Chile (ANID) under Grant [N°11200306].
{"title":"Dispossession of Indigenous Knowledge in the Chilean Education System: Mapuche Experiences in Chile","authors":"Katerin Elizabeth Arias-Ortega, Viviana Villarroel Cárdenas, Carlos Sanhueza-Estay","doi":"10.1080/15348431.2023.2276782","DOIUrl":"https://doi.org/10.1080/15348431.2023.2276782","url":null,"abstract":"ABSTRACTThe article reports on the dispossession of indigenous knowledge in the public education system in Mapuche territory in La Araucanía, a southern region in Chile. The methodology is qualitative, 18 people were interviewed including Mapuche wise men and women, fathers, and mothers who experienced schooling processes in their younger years. The information analysis technique is content analysis, to identify explicit and latent meanings related to the schools they attended and the Chilean education system. Mapuche wise people and parents were consulted on the pedagogical practices of dispossession of ancestral knowledge that have been institutionalized. Main results show that schools have transmitted a Western Eurocentric-based knowledge which results in the dispossession of their own episteme and in their transformation into ordinary Chilean citizens who are unaware of their language and culture as a central axis of their sociocultural identity. Main conclusions account for the historical processes of schooling in an indigenous context, highlighting the consequences that this monocultural education has brought to families, communities, and new generations of indigenous. This poses the challenge of transforming the school curriculum, to transmit their truth, to advance in justice, reparation, and to ensure the non-repetition of the epistemicide of indigenous knowledge in the school.KEYWORDS: Dispossessionindigenous knowledgeschool educationepistemicide AcknowledgmentsAcknowledgments to the project FONDECYT INICIACION N° 11200306 financed by the National Research and Development Agency of Chile (ANID)Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Agencia Nacional de Investigación y Desarrollo de Chile (ANID) under Grant [N°11200306].","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"175 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135325773","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 : 2023-10-22DOI: 10.1080/15348431.2023.2271570
Edwin Buenaño, María José Beletanga, Mónica Mancheno
University dropout is a serious problem in higher education that is increasingly gaining importance, as it is essential to understand its causes and search for public and institutional policies that can help reduce it. This research uses conventional and extended Cox survival models to analyze the factors behind dropout rates at a co-financed higher education institution (HEI) in Ecuador. The latter allows us to model specific components, such as time-dependent and independent variables, and unobserved heterogeneity. The results show that certain student-related, family-related, or background characteristics are relevant for the ecuadorian context. However, the most influential factors affecting the dropout risk are institutional and academic. These findings provide valuable insights into the actions and policies that HEI can implement to mitigate dropout rates through internal measures that public policies can complement.
{"title":"What Factors are Relevant to Understanding Dropout? Analysis at a Co-Financed University in Ecuador and Policy Implications, Using Survival Cox Models","authors":"Edwin Buenaño, María José Beletanga, Mónica Mancheno","doi":"10.1080/15348431.2023.2271570","DOIUrl":"https://doi.org/10.1080/15348431.2023.2271570","url":null,"abstract":"University dropout is a serious problem in higher education that is increasingly gaining importance, as it is essential to understand its causes and search for public and institutional policies that can help reduce it. This research uses conventional and extended Cox survival models to analyze the factors behind dropout rates at a co-financed higher education institution (HEI) in Ecuador. The latter allows us to model specific components, such as time-dependent and independent variables, and unobserved heterogeneity. The results show that certain student-related, family-related, or background characteristics are relevant for the ecuadorian context. However, the most influential factors affecting the dropout risk are institutional and academic. These findings provide valuable insights into the actions and policies that HEI can implement to mitigate dropout rates through internal measures that public policies can complement.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461514","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 : 2023-10-20DOI: 10.1080/15348431.2022.2086130
L. Locke, Gerta Bardhoshi, Jeremy Swanston, Sojeong Nam
ABSTRACT Eighteen students, who self-identified as Latinx, from a rural, Midwestern community participated in this study. The participants were enrolled in their high school’s “Risk Academy,” a program designed for students labeled “at risk.” Data shared in this article stem from a larger study where we applied photovoice, a critical, participatory research methodology that utilizes participant voice and photography, to better understand the students’ sense of belonging in and connectedness to their high school. We focus here specifically on qualitative results from analyses of group conversations with the participants. In these conversations we strove to facilitate a space for the students to discuss their lived educational experiences and to engage in related critical dialogue. Qualitative results are presented through three emergent themes: Separation and Negative Narratives; Lack of Support; and Resilience.
{"title":"“I Don’t Want to Be Stereotyped”: A Study with Latinx High School Students Informed by Photovoice","authors":"L. Locke, Gerta Bardhoshi, Jeremy Swanston, Sojeong Nam","doi":"10.1080/15348431.2022.2086130","DOIUrl":"https://doi.org/10.1080/15348431.2022.2086130","url":null,"abstract":"ABSTRACT Eighteen students, who self-identified as Latinx, from a rural, Midwestern community participated in this study. The participants were enrolled in their high school’s “Risk Academy,” a program designed for students labeled “at risk.” Data shared in this article stem from a larger study where we applied photovoice, a critical, participatory research methodology that utilizes participant voice and photography, to better understand the students’ sense of belonging in and connectedness to their high school. We focus here specifically on qualitative results from analyses of group conversations with the participants. In these conversations we strove to facilitate a space for the students to discuss their lived educational experiences and to engage in related critical dialogue. Qualitative results are presented through three emergent themes: Separation and Negative Narratives; Lack of Support; and Resilience.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"13 1","pages":"2051 - 2069"},"PeriodicalIF":0.9,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139316441","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 : 2023-10-20DOI: 10.1080/15348431.2022.2086554
T. Strayhorn
ABSTRACT Using semi-structured interviews with nine socioeconomically and educationally disadvantaged Latin@s at a predominantly White institution, this phenomenological study examined the role that parents played in their success in college. Three distinct themes were identified related to academic advice, motivation, needs; encouraging their resilience; and, unexpectedly, challenging their college success. Implications for future policy and practice are highlighted, as well as recommendations for extending this important line of inquiry on Latin@s in higher education.
{"title":"“Las Funciones de Los Padres Y Probabilidades de Éxito”: Studying the Role Parents Play in the College Success of Socioeconomically and Educationally Disadvantaged First-Year Latin@s","authors":"T. Strayhorn","doi":"10.1080/15348431.2022.2086554","DOIUrl":"https://doi.org/10.1080/15348431.2022.2086554","url":null,"abstract":"ABSTRACT Using semi-structured interviews with nine socioeconomically and educationally disadvantaged Latin@s at a predominantly White institution, this phenomenological study examined the role that parents played in their success in college. Three distinct themes were identified related to academic advice, motivation, needs; encouraging their resilience; and, unexpectedly, challenging their college success. Implications for future policy and practice are highlighted, as well as recommendations for extending this important line of inquiry on Latin@s in higher education.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"6 1","pages":"2070 - 2084"},"PeriodicalIF":0.9,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139315945","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 : 2023-10-20DOI: 10.1080/15348431.2022.2086555
Laura C. Chávez-Moreno
ABSTRACT Offering a raciolinguistic and racial realist perspective, this theoretical article critiques using dual-language bilingual education (DL) as a strategy to provide youth, particularly “English-language learners,” the elusive goal of a bilingual and racially integrated education. The author argues this racial desegregation approach – through its assumption that White students will be the English-language models – impedes DL’s potential to provide equity to Latinxs and other students. The author contends this integration strategy inadvertently perpetuates racist ideologies about racialized youths’ bilingualism, White mainstream English’s superiority, and majority-Latinx bilingual education. Furthermore, the strategy tethers justice for Latinxs to Whites’ interest in DL, consequently perpetuating material inequities.
{"title":"A Raciolinguistic and Racial Realist Critique of Dual Language’s Racial Integration","authors":"Laura C. Chávez-Moreno","doi":"10.1080/15348431.2022.2086555","DOIUrl":"https://doi.org/10.1080/15348431.2022.2086555","url":null,"abstract":"ABSTRACT Offering a raciolinguistic and racial realist perspective, this theoretical article critiques using dual-language bilingual education (DL) as a strategy to provide youth, particularly “English-language learners,” the elusive goal of a bilingual and racially integrated education. The author argues this racial desegregation approach – through its assumption that White students will be the English-language models – impedes DL’s potential to provide equity to Latinxs and other students. The author contends this integration strategy inadvertently perpetuates racist ideologies about racialized youths’ bilingualism, White mainstream English’s superiority, and majority-Latinx bilingual education. Furthermore, the strategy tethers justice for Latinxs to Whites’ interest in DL, consequently perpetuating material inequities.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"8 1","pages":"2085 - 2101"},"PeriodicalIF":0.9,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139316063","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 : 2023-10-20DOI: 10.1080/15348431.2023.2265702
Enrique G. Murillo
{"title":"From the Editor’s Desk","authors":"Enrique G. Murillo","doi":"10.1080/15348431.2023.2265702","DOIUrl":"https://doi.org/10.1080/15348431.2023.2265702","url":null,"abstract":"","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135666403","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}
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