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Latine Students’ Motivational and Emotional Experiences Related to Their Introductory Statistics Course: Differences by Institution Type Necessitate Tailored Interventions 拉丁语系学生与统计入门课程相关的动机和情感体验：因院校类型不同而需采取有针对性的干预措施
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2024-01-30 DOI: 10.1177/15381927231225416
Claudia C. Sutter, Karen B. Givvin, Paige L. Solomon, Ana Leandro-Ramos
The study compared concerns, anxiety, mindsets, and belonging in introductory statistics among Latine students across three higher education institutions. Students at the Predominantly White Institution voiced more concerns about R-coding and lack of prior knowledge. Students at the Hispanic-Serving Institutions voiced more concerns about math anxiety and social comparison and had more fixed mindsets, yet higher levels of belonging—pointing toward the value of exploring Latine students’ experiences across different contexts and providing tailored interventions.
该研究比较了三所高等教育机构的拉丁裔学生在统计学入门中的担忧、焦虑、心态和归属感。以白人为主的院校的学生对 R 编码和缺乏先验知识表示了更多的担忧。西语裔服务院校的学生对数学焦虑和社会比较表示出更多的担忧，他们有更多固定的思维模式，但归属感水平更高，这说明探索拉丁裔学生在不同环境中的经历并提供有针对性的干预措施很有价值。
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引用次数: 0
Exploring the Mutual Benefits of Reciprocal Mentorship in a Community-Based Program: Fostering Community Cultural Wealth of Latino Students and Families 探索社区计划中互惠互利的导师关系：培养拉丁裔学生和家庭的社区文化财富
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2024-01-09 DOI: 10.1177/15381927231224451
Elizabeth Gil, Ceceilia Parnther
This case study examines reciprocal mentoring in a community-based program (CBP) serving immigrant Latino families with school-aged children. University student volunteers shared technological and college knowledge and grew in leadership skills. Simultaneously, they gained familial and cultural support and belonging from program families. The CBP fostered all forms of community cultural wealth capital. Study findings can inform educational leaders seeking to develop mutually beneficial partnerships between education institutions and community organizations to support student success.
本案例研究探讨了在一个为有学龄儿童的拉丁裔移民家庭提供服务的社区计划（CBP）中的互惠指导。大学生志愿者分享了技术和大学知识，并提高了领导技能。与此同时，他们还从项目家庭那里获得了家庭和文化支持以及归属感。社区文化项目促进了各种形式的社区文化财富资本。研究结果可以为寻求在教育机构和社区组织之间建立互利合作关系以支持学生成功的教育领导者提供参考。
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引用次数: 0
Predicting Academic Success Using a Critical Approach: The Impact of Campus Climate, Ethnic Identity, and Self-Esteem Among Latinx High School Students 用批判性方法预测学业成功：校园氛围、种族认同和自尊对拉丁裔高中生的影响
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2023-12-07 DOI: 10.1177/15381927231212435
Jaqueline V. Dighero, Ilene N. Cruz, Gabriela Chavira
Using LatCrit and QuantCrit, we examined the effect of school climate, ethnic identity, and self-esteem on GPA in a sample of 300 Latinx high school students. We found significant positive correlations between climate and GPA as well as self-esteem and GPA. Moreover, using structural equation modeling, we found self-esteem mediated the relationship between climate and GPA. This highlights the role of institutions in improving the educational experiences and increasing the educational attainment of Latinx students.
利用LatCrit和QuantCrit，我们以300名拉丁裔高中生为样本，研究了学校氛围、种族认同和自尊对GPA的影响。我们发现气候与GPA、自尊与GPA之间存在显著的正相关。此外，利用结构方程模型，我们发现自尊在气候与GPA之间起中介作用。这突出了机构在改善拉丁裔学生的教育经验和提高其受教育程度方面的作用。
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引用次数: 0
A Composite Counterstory of Latinx Faculty Navigating and Resisting a Culture of Niceness 拉美裔教师驾驭和抵制 "友好 "文化的综合反面故事
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2023-12-03 DOI: 10.1177/15381927231215982
Román Liera, Cynthia D. Villarreal, Guillermo Ortega
Latinx faculty play a significant role in supporting the success of Latinx students. However, a culture of niceness at Historically White Serving Institutions with Hispanic-Serving Institution designations could reproduce inequities for Latinx faculty and thus contribute to their departure. We created a composite counterstory from interview data with Latinx faculty to illustrate how Latinx faculty created validating and supporting environments to critique and collectively transform the culture of niceness.
拉丁裔教师在支持拉丁裔学生取得成功方面发挥着重要作用。然而，在传统的白人服务机构中，以西班牙裔服务机构命名的友好文化可能会再现拉丁裔教师的不平等，从而导致他们离开。我们根据与拉丁裔教师的访谈数据创建了一个复合的反故事，以说明拉丁裔教师如何创建验证和支持环境来批评和集体改变友善文化。
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引用次数: 0
To STEM or Not to STEM? Analyzing Socioeconomic and Demographic Factors of STEM Degree Attainment in Ecuador With an Emphasis on the Gender Gap STEM还是不STEM?分析厄瓜多尔STEM学位获得的社会经济和人口因素，强调性别差距
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2023-11-09 DOI: 10.1177/15381927231209625
Alicia Guerrero, Maria Alejandra Ruano, César Avilés-Guamán, Gonzalo Vaca
Despite the importance of STEM careers in nations’ development, they are not the preferred careers to study in Ecuador. Although the decision to pursue a STEM career has been analyzed, most studies use data from developed countries. This article analyzes the factors that characterize Ecuadorian STEM professionals using socioeconomic and demographic variables. Results show that women and individuals from households in the lowest quintile of per-capita income are less likely to have a STEM degree.
尽管STEM职业在国家发展中的重要性，但它们并不是在厄瓜多尔学习的首选职业。尽管对从事STEM职业的决定进行了分析，但大多数研究使用的数据来自发达国家。本文使用社会经济和人口变量分析了厄瓜多尔STEM专业人员的特征因素。结果显示，来自人均收入最低五分之一家庭的女性和个人拥有STEM学位的可能性较小。
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引用次数: 0
La Familia: Faith, Identity, and Politics in A Latino Bible Study 家庭:拉丁裔圣经研究中的信仰、身份和政治
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2023-11-08 DOI: 10.1177/15381927231209934
Mabel E. Hernandez
This ethnographic case study utilizes intersectionality and sense of belonging to understand students’ experiences in a Latino Bible study and how it contributes to their overall college experience. The findings suggest that the Bible study offers a unique space for students to explore faith, ethnic identity, and politics in a culturally appropriate format that helps them feel like family. This study helps demonstrate the value and role of student groups in students’ college experience.
这个民族志案例研究利用交叉性和归属感来理解学生在拉丁裔圣经学习中的经历，以及它如何影响他们的整体大学经历。研究结果表明，圣经学习为学生提供了一个独特的空间，以一种文化上合适的形式探索信仰、种族认同和政治，帮助他们感觉像家人一样。本研究有助于证明学生群体在学生大学经历中的价值和作用。
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引用次数: 0
Latino Men’s Sense of Belonging Experiences in a Community College Developmental Mathematics Classroom 拉丁裔男子在社区大学发展性数学课堂的归属感体验
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2023-10-30 DOI: 10.1177/15381927231206403
Luvia Rivera Valles, Nara M. Martirosyan
Using a phenomenological approach, we examined the sense of belonging for first-generation Latino men enrolled in a developmental mathematics course at a Hispanic-Serving Institution. The focus was on faculty-student interactions that fostered a sense of belonging. Data were collected through individual, semistructured interviews. Participants revealed specific instructor practices and qualities that created a sense of belonging. The results inform faculty on experiences that create a sense of belonging within a mathematics classroom.
使用现象学方法，我们研究了第一代拉丁裔男性在西班牙裔服务机构参加发展数学课程的归属感。重点是培养归属感的师生互动。数据是通过个人半结构化访谈收集的。参与者透露了特定的教练实践和品质，这些都创造了归属感。结果告诉教师在数学课堂上创造归属感的经验。
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引用次数: 0
Cultural Wealth Coping as Protective Factors of Resilience for Latine Students 文化财富应对是拉丁裔学生恢复力的保护因素
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2023-07-14 DOI: 10.1177/15381927231186567
Stephanie Cuellar
Despite intersectional barriers to accessing and navigating institutions of higher education, Latine college student enrollment and attainment rates are increasing. This critical quantitative study employed Community Cultural Wealth framework to identify connections between cultural coping strategies and resilience among 143 Latine students at a Predominantly White Institution. Using the newly developed Cultural Wealth Coping Scale, this study revealed that linguistic capital and cognitive resilience capital promote resilience. Recommendations for future research and practice are provided. A pesar de las barreras interseccionales para acceder y navegar por las instituciones de educación superior, las tasas de matriculación y logros de los estudiantes universitarios Latine están aumentando. Este estudio cuantitativo crítico empleó el marco de la Riqueza Cultural Comunitaria para identificar las conexiones entre las estrategias de afrontamiento cultural y la resiliencia entre 143 estudiantes Latine en una institución predominantemente blanca. Usando la Escala de Afrontamiento de Riqueza Cultural recientemente desarrollada, este estudio reveló que el capital lingüístico y el capital de resiliencia cognitiva promueven la resiliencia. Se proporcionan recomendaciones para futuras investigaciónes y prácticas.
尽管在进入和开办高等教育机构方面存在交叉障碍，但拉丁美洲大学生的入学率和入学率正在增加。这一关键的定量研究采用社区文化财富框架来确定以白人为主的机构的143名拉丁裔学生的文化应对策略与复原力之间的联系。本研究利用新开发的文化财富应对量表，揭示语言资本和认知弹性资本促进弹性。为未来的研究和实践提供了建议。尽管进入和进入高等教育机构存在交叉障碍，但拉丁裔大学生的学费和成绩正在上升。这项批判性的定量研究使用社区文化丰富性框架来确定143名拉丁裔学生在一个以白人为主的机构中的文化应对策略和弹性之间的联系。本研究利用新开发的文化财富应对量表，发现语言资本和认知弹性资本促进弹性。对未来的研究和实践提出了建议。
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引用次数: 0
Lessons to Build an Educational Model for Higher Education Institutions Defined as Anchor Institutions to Tackle Public Health Crises: A Pilot Study on COVID-19 Vaccine Hesitancy Among Faculty and Students in Hebert L. College in the Bronx, NY. 为被定义为应对公共卫生危机的锚定机构的高等教育机构建立教育模式的经验教训:纽约州布朗克斯赫伯特L.学院教师和学生对COVID-19疫苗犹豫的试点研究
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2023-07-01 DOI: 10.1177/15381927221099091
Maria Isabel Roldós, Kate G Burt, Jake Eubank

Coronavirus disease 2019 exacerbated health inequities in Bronx Communities. This study explored vaccine hesitancy among a random sample of faculty and students from Hebert Lehman College. Findings suggest faculty are largely vaccinated (87%), while 59% of students are unvaccinated. Significant gaps in information were found related to safety and complications. This suggests universities need to adopt an educational model with a multipronged social support strategy to gain students' trust and a greater sense of belonging.

2019年冠状病毒病加剧了布朗克斯社区的卫生不平等。本研究在赫伯特雷曼学院随机抽取的教师和学生中探讨了疫苗犹豫。调查结果显示，大部分教师(87%)接种了疫苗，而59%的学生没有接种疫苗。发现与安全性和并发症相关的信息存在重大差距。这表明大学需要采用一种多管齐下的社会支持策略的教育模式，以获得学生的信任和更大的归属感。
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引用次数: 0
Examining Field Experiences of Teacher Candidates During COVID-19: Systemic Inequities Unveiled for Underserved English Learners in K-12 Grades. 考察2019冠状病毒病疫情期间教师候选人的实地经验:揭示K-12年级得不到充分服务的英语学习者的系统性不平等。
Q1 Social Sciences
Journal of Hispanic Higher Education
Pub Date : 2023-07-01 DOI: 10.1177/15381927211057764
Ana M Hernandez, Annette Daoud, Anna Woodcock, Kyle Landin

The impact of coronavirus disease 2019 challenged schools and credential programs to adjust pedagogy, but rapid changes impeded equitable practices to K-12 grade English Learners (ELs). The framework stems from critical multicultural education. Data represented 81 credential candidates across three universities. Study confirmed that ELs lacked access to online learning, active engagement with peers/teachers, and differentiated instruction due to rapid changes and uncertainties to their programs.

2019年冠状病毒病的影响挑战了学校和证书项目调整教学方法，但快速变化阻碍了对K-12年级英语学习者的公平做法。该框架源于批判性多元文化教育。数据来自三所大学的81名证书候选人。研究证实，由于课程的快速变化和不确定性，英语教学机构缺乏在线学习的机会，与同伴/老师的积极互动，以及差异化的教学。
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