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Author: Jorge Zendejas Publisher: ISBN: 9781085563116 Category : Languages : en Pages :
Book Description
This study examined the educational and professional trajectory of six Latino males who have earned a doctoral degree, work in the field of education, and live in Yolo County. The study conducted was qualitative in nature and aimed to capture how social capital affected the lives of the participants in their quest for educational attainment and professional success. Furthermore, the study examines what these professional Latino males believe should be done to increase the academic and professional attainment of future Latino males while explaining what they feel their role is in advancing the next generation. The data was gathered through a set of two separate interviews. The first interview focused on their personal experience in K-12 and the transition into higher education. It also examined what supports and opportunities they had growing up and what factors led to their success academically. The second interview focused on their experience during graduate school and working on their doctoral degree. It also inquired about the effects of social capital on their professional career. Lastly, the second interview explored what these Latino males believe should be done to further advance the academic success of future Latino students and what they believed their role was in assisting. The study examined three (3) research questions: 1. What factors influenced the educational trajectory and professional success of Latino male educational leaders in Yolo County? 2. How did social capital (i.e. their involvement in specific networks or their relationships with individuals) contribute to their academic attainment and professional career? 3. How do these educational leaders view their role in advancing the success of Latino males? Nine themes emerged from this study: a) Having high expectations from parents and family. b) Receiving support and guidance from key educational figures. c) Seeing education as a way to improve the quality of life for themselves and future Latino students. d) Having the passion to learn as well as to educate others. e) Mentoring for attaining goals. f) Access to networks and connections. g) Developing knowledge and capabilities of Latinos through quality education. h) Being a role model to the Latino males. i) Ensuring the availability of a network and support system. The study demonstrates a local approach on how to impact and increase educational attainment and the increase of social capital for Latino males in Yolo County. Keywords: Latino males, social capital, doctoral, educational leaders, Yolo County
Author: Jorge Zendejas Publisher: ISBN: 9781085563116 Category : Languages : en Pages :
Book Description
This study examined the educational and professional trajectory of six Latino males who have earned a doctoral degree, work in the field of education, and live in Yolo County. The study conducted was qualitative in nature and aimed to capture how social capital affected the lives of the participants in their quest for educational attainment and professional success. Furthermore, the study examines what these professional Latino males believe should be done to increase the academic and professional attainment of future Latino males while explaining what they feel their role is in advancing the next generation. The data was gathered through a set of two separate interviews. The first interview focused on their personal experience in K-12 and the transition into higher education. It also examined what supports and opportunities they had growing up and what factors led to their success academically. The second interview focused on their experience during graduate school and working on their doctoral degree. It also inquired about the effects of social capital on their professional career. Lastly, the second interview explored what these Latino males believe should be done to further advance the academic success of future Latino students and what they believed their role was in assisting. The study examined three (3) research questions: 1. What factors influenced the educational trajectory and professional success of Latino male educational leaders in Yolo County? 2. How did social capital (i.e. their involvement in specific networks or their relationships with individuals) contribute to their academic attainment and professional career? 3. How do these educational leaders view their role in advancing the success of Latino males? Nine themes emerged from this study: a) Having high expectations from parents and family. b) Receiving support and guidance from key educational figures. c) Seeing education as a way to improve the quality of life for themselves and future Latino students. d) Having the passion to learn as well as to educate others. e) Mentoring for attaining goals. f) Access to networks and connections. g) Developing knowledge and capabilities of Latinos through quality education. h) Being a role model to the Latino males. i) Ensuring the availability of a network and support system. The study demonstrates a local approach on how to impact and increase educational attainment and the increase of social capital for Latino males in Yolo County. Keywords: Latino males, social capital, doctoral, educational leaders, Yolo County
Author: Cristóbal Rodriguez Publisher: IAP ISBN: 1641133570 Category : Education Languages : en Pages : 235
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: Frank Hernandez Publisher: IAP ISBN: 1681234513 Category : Education Languages : en Pages : 161
Book Description
This volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.
Author: Henry T. Trueba Publisher: Taylor & Francis ISBN: 1000777472 Category : Social Science Languages : en Pages : 247
Book Description
Healing Multicultural America (1993) looks at a group of Mexican immigrants who managed to understand and use the US democratic system to gain access to the ‘American Dream’. The book aims to assist its readers to understand the significance of the politics of education for ethnic minorities. The authors point up the gravity of the problems experienced by minority groups worldwide which cannot be underestimated: problems such as inter-ethnic conflict, cultural tensions, poverty, alienation, violence and self-rejection.
Author: Bruce Anthony Jones Publisher: IAP ISBN: 168123369X Category : Education Languages : en Pages : 265
Book Description
Over the past 30 years our public school system has received an unprecedented amount of attention as this concerns methods of school reform and policy strategies for bringing about this reform. During the 1980s the emphasis of school reform was on transparency through school-community partnerships. Business and philanthropy, for example, became involved with issues of schooling that was unheard of prior to this period. The 1980s also gave rise to issues of school finance and student performance that went beyond traditional views that tended to focus on finance “adequacy” to views that focused more on school finance arrangements that would lead to actual “equitable outcomes” in student performance. The 1990s witnessed the emergence of the comprehensive school reform movement whereby curriculum outsourcing occurred at rates that had never occurred before. With this movement, the role of teachers and school leaders in the creation of school curriculum diminished as school districts increasingly purchased vendor-related curriculum packages, which included teacher and leader training modules and methods of curriculum assessment. On the heels of the increasing tendency of school districts to outsource school curriculum to curriculum-vendors came a rise in demands for school accountability and school outcomes. This was particularly evident with the passage of No Child Left Behind Act (NCLB) (2001). NCLB was also developed within a political context that called for demands in the academic improvement of schools and school districts that housed historically disenfranchised students. These demands were particularly important as the nation experienced and continues to experience dramatic increases in student racial and ethnic diversity. This volume, entitled, Leading Schools in Challenging Times: Eye to the Future, discusses varying types of school leadership in the context of key topics that have been at the center of on-going school reform in the United States. These topics include challenges, opportunities and issues associated with our administrator and teacher leadership pipeline, preparation and development; leadership and school finance reform, leadership and changing student and population demographics; leadership and the role of community; issues of leadership, policy, public accountability and school performance outcomes. The authors also explicate these issues with a view to the future and the status of leadership in our public school system.
Author: Publisher: ISBN: Category : Sex differences in education Languages : en Pages : 412
Book Description
Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.
Author: Jorge Zendejas
Author: Jorge Zendejas
Author: Cristóbal Rodriguez
Author: Frank Hernandez
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Author: Rose M. Borunda
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Author: California Teachers Association
Author: Henry T. Trueba
Author: Bruce Anthony Jones
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