Nikola Grafnetterova, Jocelynn Gutierrez, R. M. Banda
Hispanic-Serving Institutions (HSIs) enroll the majority of Latinx undergraduate students and constitute the second-largest institutional type in the National Collegiate Athletic Association (NCAA) Division I (D1). Yet, little is known about the role intercollegiate athletics play in fostering educational outcomes for Latinx students at HSIs. Under the guise of Latinx critical race theory, this qualitative study examined how HSIs operate both the federal designation and NCAA D1 membership in relation to athletic participation and completion outcomes for Latinx student-athletes. Document analysis was utilized to disaggregate data from various reports to identify the HSI-D1 institutions and their Latinx athletes’ participation, and graduation rates. These findings were then compared to the overall NCAA D1 averages. Among the findings, Latinx student-athletes graduated at higher rates than non-athletes from the HSI-D1s. However, as an aggregate, these institutions had below average graduation rates of Latinx students and student-athletes in comparison to the national rates across NCAA D1 membership. Furthermore, HSI-D1s provided limited athletic participation opportunities for Latinx athletes. The study concluded with the implications of findings and recommendations for future studies.
{"title":"Entrando en el juego: The Role of Hispanic-Serving Institutions in Fostering Educational and Athletic Outcomes for Latinx Athletes","authors":"Nikola Grafnetterova, Jocelynn Gutierrez, R. M. Banda","doi":"10.24974/amae.14.3.400","DOIUrl":"https://doi.org/10.24974/amae.14.3.400","url":null,"abstract":"Hispanic-Serving Institutions (HSIs) enroll the majority of Latinx undergraduate students and constitute the second-largest institutional type in the National Collegiate Athletic Association (NCAA) Division I (D1). Yet, little is known about the role intercollegiate athletics play in fostering educational outcomes for Latinx students at HSIs. Under the guise of Latinx critical race theory, this qualitative study examined how HSIs operate both the federal designation and NCAA D1 membership in relation to athletic participation and completion outcomes for Latinx student-athletes. Document analysis was utilized to disaggregate data from various reports to identify the HSI-D1 institutions and their Latinx athletes’ participation, and graduation rates. These findings were then compared to the overall NCAA D1 averages. Among the findings, Latinx student-athletes graduated at higher rates than non-athletes from the HSI-D1s. However, as an aggregate, these institutions had below average graduation rates of Latinx students and student-athletes in comparison to the national rates across NCAA D1 membership. Furthermore, HSI-D1s provided limited athletic participation opportunities for Latinx athletes. The study concluded with the implications of findings and recommendations for future studies.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128891298","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}
This study qualitatively examines the literacy experiences of three Southwest Borderland Latinos who left high school before graduating. Addressing a gap in the literature that reveals the limited attention paid to how students who left high school before graduating generate and use community cultural wealth (Burciaga & Erbstein, 2012), this investigation explores the vibrant role and contribution of community cultural wealth in literacy development. Through the frameworks of New Literacy Studies (NLS) and family literacy within the context of the Southwest Borderlands, and employing the tool of counternarratives through a Latino Critical Race Theory (LatCrit) lens, this study provides a platform for validating and affirming the voices, stories, experiences, and knowledges of the research participants. Utilizing portraiture as the methodology illuminates the living literacies that transpired when the participants read their world and the word (Freire, 2006).
{"title":"Southwest Borderland Voices and Stories: Community Cultural Wealth as Living Literacies","authors":"Violet Henderson","doi":"10.24974/amae.14.1.374","DOIUrl":"https://doi.org/10.24974/amae.14.1.374","url":null,"abstract":"This study qualitatively examines the literacy experiences of three Southwest Borderland Latinos who left high school before graduating. Addressing a gap in the literature that reveals the limited attention paid to how students who left high school before graduating generate and use community cultural wealth (Burciaga & Erbstein, 2012), this investigation explores the vibrant role and contribution of community cultural wealth in literacy development. Through the frameworks of New Literacy Studies (NLS) and family literacy within the context of the Southwest Borderlands, and employing the tool of counternarratives through a Latino Critical Race Theory (LatCrit) lens, this study provides a platform for validating and affirming the voices, stories, experiences, and knowledges of the research participants. Utilizing portraiture as the methodology illuminates the living literacies that transpired when the participants read their world and the word (Freire, 2006).","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"375 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115567386","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}
This qualitative study explored Latinx students’ knowledge of and inclination to attend historically Black colleges and universities (HBCUs). Current research on Latinx students at HBCUs primarily explores the experiences of current students. The study sought to understand what might interest Latinx students in HBCUs. The author conducted three focus group interviews of Latinx high school and community college students. Findings indicate that Latinx students are not as knowledgeable about HBCUs as they are about predominately White institutions in the same city. Academic programs and proximity to home can attract Latinx students to HBCUs. Admissions and diversity staff will benefit from the implications of this study.
{"title":"Latinx Students’ Knowledge of and Inclination to Attend Public HBCUs","authors":"Y. Mutakabbir","doi":"10.24974/amae.14.1.373","DOIUrl":"https://doi.org/10.24974/amae.14.1.373","url":null,"abstract":"This qualitative study explored Latinx students’ knowledge of and inclination to attend historically Black colleges and universities (HBCUs). Current research on Latinx students at HBCUs primarily explores the experiences of current students. The study sought to understand what might interest Latinx students in HBCUs. The author conducted three focus group interviews of Latinx high school and community college students. Findings indicate that Latinx students are not as knowledgeable about HBCUs as they are about predominately White institutions in the same city. Academic programs and proximity to home can attract Latinx students to HBCUs. Admissions and diversity staff will benefit from the implications of this study.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126464728","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}
{"title":"Cultural Foundations and Interventions in Latino/a Mental Health: History, Theory, and Within-Group Differences. Hector Y. Adames, & Nayeli Y. Chavez-Dueñas. (2016). Routledge.","authors":"S. Balderrama","doi":"10.24974/amae.14.1.375","DOIUrl":"https://doi.org/10.24974/amae.14.1.375","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115327115","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}
{"title":"Educating emergent bilinguals: Policies, programs, and practices for English learners. Garcia, Ofelia and Kleifgen, Jo Anne (Eds.). Teachers College Columbia University Press.","authors":"E. Ortega","doi":"10.24974/amae.14.1.376","DOIUrl":"https://doi.org/10.24974/amae.14.1.376","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130922603","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}
This essay explores a Latinx, queer and trans, student’s resistance to a gender-neutral restroom at a high school in an agricultural community of the Central Coast of California. Through a close reading of a field note, I analyze Joaquin’s narrative of refusal to demonstrate how queer and trans youth engage in an active subjectivity (Lugones, 2003). For decolonial philosopher Maria Lugones (2003), an active subjectivity is the process through which oppressed communities become conscious and critical by engaging in a meaning-making process centered on their socialites. I argue that queer and trans high school students’ active subjectivity is in relation to their embodied knowledges and geographies. The body and space are both critical in learning to think in community and reflexively. Joaquin’s refusal of the restroom becomes useful in understanding how queer and trans youth tell narratives of their self, grounded in a social history capable of alternating the story told about space and place.
{"title":"Joaquin’s Refusal: An Embodied and Geographic Active Subjectivity","authors":"A. Vazquez","doi":"10.24974/amae.14.2.362","DOIUrl":"https://doi.org/10.24974/amae.14.2.362","url":null,"abstract":"This essay explores a Latinx, queer and trans, student’s resistance to a gender-neutral restroom at a high school in an agricultural community of the Central Coast of California. Through a close reading of a field note, I analyze Joaquin’s narrative of refusal to demonstrate how queer and trans youth engage in an active subjectivity (Lugones, 2003). For decolonial philosopher Maria Lugones (2003), an active subjectivity is the process through which oppressed communities become conscious and critical by engaging in a meaning-making process centered on their socialites. I argue that queer and trans high school students’ active subjectivity is in relation to their embodied knowledges and geographies. The body and space are both critical in learning to think in community and reflexively. Joaquin’s refusal of the restroom becomes useful in understanding how queer and trans youth tell narratives of their self, grounded in a social history capable of alternating the story told about space and place.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124462408","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}
This essay examines the practice of building a syllabus that centers butch-femme literatures as a pedagogy of gathering and recuperation. Prompted by the loss of an early syllabus on lesbian histories, I examine the genre of the syllabus and contend that “butch-femme” is not the same as “queer” or “LGBTQ.” Through reflective and autobiographical writing on memory, place, queerness, and social media, the essay traces an ephemeral archiving revealing the stakes for naming and remembering butch-femme lesbian “worlds.” The essay highlights a sample student project and offers a syllabus as a teaching resource.
{"title":"Reading and Remembering Butch-Femme Worlds","authors":"Wanda Alarcón","doi":"10.24974/amae.14.2.368","DOIUrl":"https://doi.org/10.24974/amae.14.2.368","url":null,"abstract":"This essay examines the practice of building a syllabus that centers butch-femme literatures as a pedagogy of gathering and recuperation. Prompted by the loss of an early syllabus on lesbian histories, I examine the genre of the syllabus and contend that “butch-femme” is not the same as “queer” or “LGBTQ.” Through reflective and autobiographical writing on memory, place, queerness, and social media, the essay traces an ephemeral archiving revealing the stakes for naming and remembering butch-femme lesbian “worlds.” The essay highlights a sample student project and offers a syllabus as a teaching resource.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132628932","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}
Researchers and practitioners have much to learn from drag queens, specifically Latinx queens, as they leverage everyday queerness and brownness in ways that contribute to pedagogy locally and globally, individually and collectively. Drawing on previous work examining the digital queer gestures of drag queen educators (Lizarraga & Cortez, 2019), this essay explores how non-dominant people that exist and fluctuate in the in-between of boundaries of gender, race, sexuality, the physical, and the virtual provide pedagogical overtures for imagining and organizing for new possible futures that are equitable and just. Further animated by Donna Haraway’s (2006) influential feminist post-humanist work, we interrogate how Latinx drag queens as cyborgs use digital technologies to enhance their craft and engage in powerful pedagogical moves. This essay draws from robust analyses of the digital presence of and interviews with two Latinx drag queens in the San Francisco Bay Area, as well as the online presence of a Xicanx doggie drag queen named RuPawl. Our participants actively drew on their liminality to provoke and mobilize communities around socio-political issues. In this regard, we see them engaging in transformative public cyborg joteria pedagogies that are made visible and historicized in the digital and physical world.
{"title":"Cyborg Jotería Pedagogies: Latinx Drag Queens Leveraging Communication Ecologies in the Age of the Digital and Social Displacement","authors":"J. Lizárraga, Arturo Cortez","doi":"10.24974/amae.14.2.358","DOIUrl":"https://doi.org/10.24974/amae.14.2.358","url":null,"abstract":"Researchers and practitioners have much to learn from drag queens, specifically Latinx queens, as they leverage everyday queerness and brownness in ways that contribute to pedagogy locally and globally, individually and collectively. Drawing on previous work examining the digital queer gestures of drag queen educators (Lizarraga & Cortez, 2019), this essay explores how non-dominant people that exist and fluctuate in the in-between of boundaries of gender, race, sexuality, the physical, and the virtual provide pedagogical overtures for imagining and organizing for new possible futures that are equitable and just. Further animated by Donna Haraway’s (2006) influential feminist post-humanist work, we interrogate how Latinx drag queens as cyborgs use digital technologies to enhance their craft and engage in powerful pedagogical moves. This essay draws from robust analyses of the digital presence of and interviews with two Latinx drag queens in the San Francisco Bay Area, as well as the online presence of a Xicanx doggie drag queen named RuPawl. Our participants actively drew on their liminality to provoke and mobilize communities around socio-political issues. In this regard, we see them engaging in transformative public cyborg joteria pedagogies that are made visible and historicized in the digital and physical world.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131411002","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}
In this essay I extend Chicana/Latina feminist pedagogies to demonstrate using testimonio pedagogy to teach Chicana lesbian fiction: Gulf Dreams and What Night Brings opened up dialogical spaces for students as pensadores to critically examine the impact of racialized gender and sexual normativity within Chicano culture. Exploring the significance of students as pensadores using testimonio pedagogy cultivates pathways of epistemic disobedience that should be understood as responses to institutional power. I suggest testimonio pedagogy mediates marginalization by breaking down the false dichotomy between students and teachers, cultivates feminist consciousness-raising, and refuses hegemonic conceptualizations of schooling.
{"title":"The Power of Testimonio Pedagogy: Teaching Chicana Lesbian Fiction in a Chicana Feminisms Course at a Predominantly White Institution in the Midwest","authors":"Tanya Diaz-Kozlowski","doi":"10.24974/amae.14.2.365","DOIUrl":"https://doi.org/10.24974/amae.14.2.365","url":null,"abstract":"In this essay I extend Chicana/Latina feminist pedagogies to demonstrate using testimonio pedagogy to teach Chicana lesbian fiction: Gulf Dreams and What Night Brings opened up dialogical spaces for students as pensadores to critically examine the impact of racialized gender and sexual normativity within Chicano culture. Exploring the significance of students as pensadores using testimonio pedagogy cultivates pathways of epistemic disobedience that should be understood as responses to institutional power. I suggest testimonio pedagogy mediates marginalization by breaking down the false dichotomy between students and teachers, cultivates feminist consciousness-raising, and refuses hegemonic conceptualizations of schooling.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116062424","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}
Antonio Duran, Roberto C. Orozco, Sergio A. González
Although research on queer Latinx/a/o college students has increased in recent years, only a few studies employ frameworks that originate from queer Latinx/a/o communities. To center ways of being and knowing rooted in queer Latinx/a/o experiences, this manuscript argues that educators, scholars, and practitioners interested in the study of higher education should mobilize Joteria Studies as a framework. In this manuscript, the authors offer an overview of Joteria Studies before discussing how Queer of Color frameworks have emerged in education. Following this foundation, the authors generate recommendations for how educators, researchers, and higher education professionals can use Joteria Studies to guide their work.
{"title":"Imagining the Future of Jotería Studies as a Framework in the Field of Higher Education","authors":"Antonio Duran, Roberto C. Orozco, Sergio A. González","doi":"10.24974/amae.14.2.360","DOIUrl":"https://doi.org/10.24974/amae.14.2.360","url":null,"abstract":"Although research on queer Latinx/a/o college students has increased in recent years, only a few studies employ frameworks that originate from queer Latinx/a/o communities. To center ways of being and knowing rooted in queer Latinx/a/o experiences, this manuscript argues that educators, scholars, and practitioners interested in the study of higher education should mobilize Joteria Studies as a framework. In this manuscript, the authors offer an overview of Joteria Studies before discussing how Queer of Color frameworks have emerged in education. Following this foundation, the authors generate recommendations for how educators, researchers, and higher education professionals can use Joteria Studies to guide their work.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123529424","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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