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Keywords = Latina/o students

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11 pages, 268 KB  
Article
Color-Evasive/Conscious? A Content Analysis of How Engineering Faculty Discuss Race and Racism in a U.S.-Based Equity-Focused STEM Professional Development Program
by Kristine Jan Cruz Espinoza and Blanca E. Rincón
Educ. Sci. 2023, 13(3), 233; https://doi.org/10.3390/educsci13030233 - 23 Feb 2023
Cited by 10 | Viewed by 4080
Abstract
Against a backdrop of calls for increased access and participation in science, technology, engineering and mathematics, Hispanic-Serving Institutions (HSIs) in the United States have emerged as critical access points for Latina/o/x and other Students of Color. Federal grants can become important levers for [...] Read more.
Against a backdrop of calls for increased access and participation in science, technology, engineering and mathematics, Hispanic-Serving Institutions (HSIs) in the United States have emerged as critical access points for Latina/o/x and other Students of Color. Federal grants can become important levers for building institutional capacity for broadening participation in STEM and transforming HSIs toward better serving Students of Color, specifically as it relates to curricula and pedagogy. In this study, we focus on the engineering faculty at an HSI who are participants in a National Science Foundation-funded, equity-focused professional development program. Operationalizing Bonilla-Silva’s color-evasive racial ideology framework, we use content analysis techniques to explore how engineering faculty discuss race and racism as part of the professional development experience. First, we find that engineering faculty largely rely on color-evasive racial frameworks (i.e., abstract liberalism, minimization of racism) when describing their motivations for participating in the program. Moreover, we find that engineering faculty responses depict a range of surprise and familiarity when reflecting on issues of race and racism. Finally, regardless of prior exposure to module concepts, at the end of the program, the majority of action projects reflect a recognition of race and racism as important. Full article
(This article belongs to the Special Issue Sustainable Higher Education: Centering Equity-Minded Practices)
13 pages, 257 KB  
Article
Nepantleras Building Bridges toward College Readiness: Latina/o/x Educators Fostering Equity in an Urban High School
by Nancy Acevedo
Educ. Sci. 2020, 10(4), 88; https://doi.org/10.3390/educsci10040088 - 26 Mar 2020
Cited by 4 | Viewed by 4378
Abstract
This article builds on previous studies that establish urban high school contexts that Latina/o/x students likely navigate as under-resourced and deficit. Guided by the frameworks of community-oriented teachers of Color and nepantleras, this study takes an asset-based approach to examine how Latina/o/x [...] Read more.
This article builds on previous studies that establish urban high school contexts that Latina/o/x students likely navigate as under-resourced and deficit. Guided by the frameworks of community-oriented teachers of Color and nepantleras, this study takes an asset-based approach to examine how Latina/o/x educators fostered college aspirations and how they developed college-going structures to support college aspirations of Latina/o/x students. Findings clarify that through self-reflection and collaboration, teachers engaged in college information workshops, college exploration assignments, and supported students with applying to extracurricular internships. The study proposes the concept of community-oriented nepantlera educators who aim to develop a bridge between high school and college for Latina/o/x first-generation college students. Full article
(This article belongs to the Special Issue Urban/City Schools)
25 pages, 1043 KB  
Article
Mathematics Intervention Supporting Allen, a Latino EL: A Case Study
by Marialuisa Di Stefano, Kristy Litster and Beth L. MacDonald
Educ. Sci. 2017, 7(2), 57; https://doi.org/10.3390/educsci7020057 - 31 May 2017
Cited by 3 | Viewed by 8454
Abstract
This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship [...] Read more.
This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship between Allen’s English language proficiency and his ability to solve inversion and compensation mathematics tasks. The integration of multiple paradigms confronting radical constructivism and sociocultural theory of learning via culturally relevant pedagogy provided us with a multi-faceted set of perspectives in understanding the interconnection between Allen’s cultural and linguistic background and his development of algebraic reasoning. Through conceptual and retrospective analyses, we found that Allen’s language features are highly correlated with the development of his thinking strategies and his ability to solve mathematics tasks. Implications of this study include the development of teaching strategies that address critical issues in mathematics, such as the individual differences of learners, specifically ELs from Latino background. We suggest further research is needed in the field of language acquisition and access to STEM related concepts. Full article
(This article belongs to the Special Issue Critical Issues in Mathematics Education)
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16 pages, 227 KB  
Article
Counterstories about Leadership: A Latina School Principal’s Experience from a Less Documented View in an Urban School Context
by Frank Hernandez and Elizabeth Murakami
Educ. Sci. 2016, 6(1), 6; https://doi.org/10.3390/educsci6010006 - 25 Feb 2016
Cited by 34 | Viewed by 7613
Abstract
Latina/o school leaders are receiving increasing visibility in research based on their representation in K-12 administrative ranks. However, even though they bring cultural knowledge in providing social and academic support to teachers, families, and especially students of color, their own experiences still reflect [...] Read more.
Latina/o school leaders are receiving increasing visibility in research based on their representation in K-12 administrative ranks. However, even though they bring cultural knowledge in providing social and academic support to teachers, families, and especially students of color, their own experiences still reflect less documented histories and contributions because of challenges related to racial identity, racism, sexism, and other historically marginalizing emblems of identity, often invisible in the school leadership research and practice. This study highlights one Latina school leader in the National Latina/o Leadership Study and her experiences developing a professional and racial identity within urban school contexts. Employing Critical Race Theory and LatCrit Theory, this includes the following questions: (a) In what ways Latina/o school principals develop their professional and racial identity? and (b) How do Latina/o school principals negotiate these identities in the context of their schools? Findings reveal the development of a professional and racial identity amidst challenges related to White teachers’ resistance in preparing students of color for successful experiences in schools. Full article
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