Falling Through the Cracks: Critical Transitions in the Latina/o Educational Pipeline PDF Download
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Author: Lindsay Perez Huber
Publisher: DIANE Publishing
ISBN: 1437920314
Category : Social Science
Languages : en
Pages : 14
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Book Description
Within educational research, the pipeline metaphor is often used to describe how students move through the primary, secondary, and postsecondary levels of educ. The pipeline for Latina/o students, however, does now allow this group of students to flow smoothly through the various levels of educ. and yield a fairly proportionate number of high school and postsecondary grad. For ex., out of every 100 Latina elementary students in the U.S., 54 will graduate from high school; from these, 11 will graduate from college, 4 will graduate from grad. or professional school, and less than 1 will receive a doctorate. This report discusses this problem as well as areas of concern that must be addressed if current educ. outcomes for Latina/o students are to improve. Illus.
Author: Lindsay Perez Huber
Publisher: DIANE Publishing
ISBN: 1437920314
Category : Social Science
Languages : en
Pages : 14
Get Book Here
Book Description
Within educational research, the pipeline metaphor is often used to describe how students move through the primary, secondary, and postsecondary levels of educ. The pipeline for Latina/o students, however, does now allow this group of students to flow smoothly through the various levels of educ. and yield a fairly proportionate number of high school and postsecondary grad. For ex., out of every 100 Latina elementary students in the U.S., 54 will graduate from high school; from these, 11 will graduate from college, 4 will graduate from grad. or professional school, and less than 1 will receive a doctorate. This report discusses this problem as well as areas of concern that must be addressed if current educ. outcomes for Latina/o students are to improve. Illus.
Author: Nichole M. Garcia
Publisher: Taylor & Francis
ISBN: 100088063X
Category : Education
Languages : en
Pages : 137
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Book Description
Critical race theory (CRT) in education centers, examines and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies in the form of qualitative interventions. Informed by this work, this book reconsiders the possibilities of CRT applications to quantitative methodologies through 'QuantCrit'. This volume posits the question: How can quantitative methods, long critiqued for their inability to capture the nuance of everyday experience, support and further a critical race agenda in educational research? It provides a starting point for how QuantCrit principles are employed by interdisciplinary contributions in race and quantitative studies. The contributors to the book examine the legacy and genealogy of QuantCrit traditions across disciplines to uncover a rich lineage of methodological possibilities for disrupting racism in research. They argue that quantitative approaches cannot be adopted for racial justice aims without an ontological reckoning that considers historical, social, political, and economic power relations. Only then can quantitative approach be re-imagined and rectified. This book will be of interest to researchers and advanced students of Education, Sociology, Social Work, Politics, and Racial and Ethnic Studies. It was originally published as a special issue of the journal, Race Ethnicity and Education.
Author: Enrique G Murillo Jr
Publisher: Routledge
ISBN: 0429664818
Category : Education
Languages : en
Pages : 379
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Book Description
This critical anthology showcases an interdisciplinary forum of scholars sharing a common interest in the analysis, discussion, critique, and dissemination of educational issues impacting Latinos. Drawing on the best of the past 20 years of the Journal of Latinos and Education, the collection highlights work that has been seminal in addressing complex educational issues affecting and influencing the growing Latina and Latino population. Chapters discuss the production and application of wisdom and knowledge to real-world problems while engaging and collaborating with the interests of key stakeholders in other sectors outside the "traditional" academy. Organized thematically around issues related to policy, research, practice, and creative and literary works, the collection is sure to extend and encourage novel ways of thinking about the ongoing and emerging questions around the unifying thread of Latinos and education.
Author: Juan Sánchez Muñoz
Publisher: Routledge
ISBN: 1135236690
Category : Education
Languages : en
Pages : 701
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Book Description
Providing a comprehensive review of rigorous, innovative, and critical scholarship relevant to educational issues which impact Latinos, this Handbook captures the field at this point in time. Its unique purpose and function is to profile the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is organized around five themes: history, theory, and methodology policies and politics language and culture teaching and learning resources and information. The Handbook of Latinos and Education is a must-have resource for educational researchers, graduate students, teacher educators, and the broad spectrum of individuals, groups, agencies, organizations and institutions sharing a common interest in and commitment to the educational issues that impact Latinos.
Author: Susan E. Elliott-Johns
Publisher: University of Toronto Press
ISBN: 1442667117
Category : Education
Languages : en
Pages : 553
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Book Description
Perspectives on Transitions in Schooling and Instructional Practice examines student transitions between major levels of schooling, teacher transitions in instructional practice, and the intersection of these two significant themes in education research. Twenty-six leading international experts offer meaningful insights on current pedagogical practices, obstacles to effective transitions, and proven strategies for stakeholders involved in supporting students in transition. The book is divided into four sections, representing the four main transitions in formal schooling: Early Years (Home, Pre-school, and Kindergarten) to Early Elementary (Grades 1–3); Early Elementary to Late Elementary (Grades 4–8); Late Elementary to Secondary (Grades 9–12); and Secondary to Post-Secondary (College and University). A coda draws together over-arching themes from throughout the text to provide recommendations and a visual model that captures their interactions. Combining theoretical approaches with practical examples of school-based initiatives, this book will appeal to those involved in supporting either the student experience (both academically and emotionally) or teacher professional learning and growth.
Author: Gilda Ochoa
Publisher: John Wiley & Sons
ISBN: 0787987778
Category : Education
Languages : en
Pages : 290
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Book Description
Learning from Latino Teachers offers insightful stories and powerful visions in the movement for equitable schools. This compelling book is based on Gilda Ochoa’s in-depth interviews with Latina/o teachers who have a range of teaching experience, in schools with significant Latina/o immigrant populations. The book offers a unique insider's perspective on the educational challenges facing Latina/os. The teachers’ stories offer valuable insights gained from their experiences coming up through the K-12 system as students, and then becoming part of the same system as teachers.
Author: Kehinde Andrews
Publisher: Routledge
ISBN: 1317555899
Category : Social Science
Languages : en
Pages : 226
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Book Description
Black Studies is a hugely important, and yet undervalued, academic field of enquiry that is marked by its disciplinary absence and omission from academic curricula in Britain. There is a long and rich history of research on Blackness and Black populations in Britain. However Blackness in Britain has too often been framed through the lens of racialised deficits, constructed as both marginal and pathological. Blackness in Britain attends to and grapples with the absence of Black Studies in Britain and the parallel crisis of Black marginality in British society. It begins to map the field of Black Studies scholarship from a British context, by collating new and established voices from scholars writing about Blackness in Britain. Split into five parts, it examines: Black studies and the challenge of the Black British intellectual; Revolution, resistance and state violence; Blackness and belonging; exclusion and inequality in education; experiences of Black women and the gendering of Blackness in Britain. This interdisciplinary collection represents a landmark in building Black Studies in British academia, presenting key debates about Black experiences in relation to Britain, Black Europe and the wider Black diaspora. With contributions from across various disciplines including sociology, human geography, medical sociology, cultural studies, education studies, post-colonial English literature, history, and criminology, the book will be essential reading for scholars and students of the multi- and inter-disciplinary area of Black Studies.
Author: Cristóbal Rodriguez
Publisher: IAP
ISBN: 1641133570
Category : Education
Languages : en
Pages : 237
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Book Description
Latino Educational Leadership acknowledges the unique preparation and support for both Latinx educational leaders and Latino communities needed throughout the education and policy pipeline. While leadership in communities exists for educational purposes, this effort focuses on the institutional aspect of Latino Educational Leadership across K-12 schools and university settings. The purpose of this book is to create a greater collaborative focus on Latino Educational Leadership by inviting scholarly contributions and insights from both established and up-and-coming scholars. Latino Educational Leadership also advocates for the preparation of all leaders as well as the preparation of Latinx educational leaders, to serve Latino communities. Our impetus on Latino Educational Leadership primarily stems from the changing demographics of our country. As of Fall 2017, Latinx student enrollment in K-12 schools reached an all-time high, with Latinxs comprising 26.8% of the nation’s public school enrollment. Postsecondary level Latinx student enrollment has also improved; rising from 25% in 2005 to 37% in 2015. Given this growth, particularly at the K-12 level, there has been an increasing urgency to prepare and support more Latinx educational leaders. Their rich cultural and linguistic connections to communities help them more readily understand and meet the needs of Latino students and families. Aside from enrollment growth, Latinxs have made record strides in postsecondary attainment; between 2003-04 and 2013-14, bachelor's degrees more than doubled from 94,644 to 202,412, master's degrees conferred rose from 29,806 to 55,965, and doctoral degrees rose from 5, 795 to 10,665. Despite such promising gains, concern has not waned over how to best address the challenges this diverse student population continues to face in accessing, persisting, and matriculating across the P-20 Pipeline. There is still work to be done, as only 11% of all bachelor’s degrees, 9% of all master’s degrees, and 7% of all doctoral degrees were awarded to Latinxs in 2013-14. In particular, there is increasing urgency to address how higher education institutions can better prepare, develop, and retain Latinx leaders and scholars, who will serve and meet the needs of Latinx college students to ensure their academic success. Thus, the purpose of this book is to advance the knowledge related to serving Latino communities and preparing Latinx leaders.
Author: Leisy J. Abrego
Publisher: Duke University Press
ISBN: 1478012382
Category : Social Science
Languages : en
Pages : 176
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Book Description
The widely recognized “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship. While a well-intentioned, strategic tactic to garner political support of undocumented youth, it has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—poignantly counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Illuminating how various institutions reproduce and benefit from exclusionary narratives, this volume articulates the dangers of the Dreamer narrative and envisions a different way forward. Contributors. Leisy J. Abrego, Gabrielle Cabrera, Gabriela Garcia Cruz, Lucía León, Katy Joseline Maldonado Dominguez, Grecia Mondragón, Gabriela Monico, Genevieve Negrón-Gonzales, Maria Liliana Ramirez, Joel Sati, Audrey Silvestre, Carolina Valdivia
Author: Melissa A Martinez
Publisher: IAP
ISBN: 1648023592
Category : Education
Languages : en
Pages : 224
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Book Description
As the first scholarly book of its kind, this edited volume brings together educational leadership scholars and practitioners from across the country whose research focuses on the unique contributions and struggles that Latinas across the diaspora face while leading in schools and districts. The limited though growing scholarship on Latina administrators indicates their assets, particularly those rooted in their sociocultural, linguistic, and racial/ethnic backgrounds, their cultura, are undervalued in research and practice (Hernandez & Murakami, 2016; Martinez, Rivera, & Marquez, 2019; Mendez-Morse, 2000; Mendez-Morse, Murakami, Byrne-Jimenez, & Hernandez, 2015). At the same time, Latina administrators have reported challenges related to: isolation (Hernandez & Murakami, 2016), a lack of mentoring (Mendez-Morse, 2004), resistance from those who expect a more linear, hierarchical form of leadership (Gonzales, Ulloa, & Munoz, 2016), balancing varying professional and personal roles and aspirations (Murakami-Ramalho, 2008), as well as racism, sexism, and ageism (Bagula, 2016; Martinez, Marquez, Cantu, & Rocha, 2016). The impetus for this book is to acknowledge, explore, theorize, and expand our understanding of how Latinas’ success as school and district leaders is informed by such gifts, including their prioritizing of familia and communidad, relationship building, reciprocity, and advocacy, in the face of such challenges. Thus, this volume covers four topical areas: 1) Testimonies and reflections from the field/Testimonios y reflexiones del campo, 2) Leading in relationship, comadrismo, with and for community/Liderazgo en relación, comadrismo, con y para la omunidad, 3) School community leaders(hip)/Lider(azgo) escolar y comunitario 4) Learning from the experiences of others/Aprendiendo de las experiencias de otras.
