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Author: Maricela Lauren Melendrez Publisher: ISBN: Category : Languages : en Pages : 194
Book Description
Critical Race theory, Latino Identity Development, and Dewey's Pedagogic Creed were reviewed in the context of Latino education. Latinos are the largest minority in the United States. According to the 2008 U.S. Census, Latinos make up 36.6% of California's population, and in 2025, Latinos will compose 25% of all students enrolled in U.S. public schools (Zarate & Burciaga, 2010). However, there is still a widening gap in education between Latino students and their White counterparts (Zarate & Burciaga, 2010). Statement of the Problem The purpose of this study was to determine the extent to which the California A-G requirements are understood and acted upon by first-generation Latino students who aspire to attend a four-year institution. Methodology A mixed-methods approach was utilized for this study. Two questionnaires using a five point Likert-type scale were developed for the study. One questionnaire was used for the student participants and one questionnaire was designed for the counselors and administrators. There were 25 student respondents represented by 17 females and eight males, all between the ages of 17 and 18. Six of the student respondents agreed to be interviewed. There were also two counselor respondents with one agreeing to be interviewed. Conclusions and Recommendations The study found most of the 25 students were not very knowledgeable about the California A-G requirements at first, but throughout their years of high school, they became more and more familiar with the California A-G requirements. A total of 52% of the participants indicated their counselors failed to mention the California A-G requirements to them. As for the counselors in the study, both counselors strongly agreed they make every effort to mention the A-G requirements to all students, especially Latino students. Both counselors also stated they encouraged their students to maintain at least a 2.0 GPA, mentioned four-year universities, and let the students know when they were missing some A-G requirements. More research is needed on the implementation of the California A-G requirements, and how educators, administrators, and teachers can help increase awareness about the admissions requirements for California public educational institutions.
Author: Maricela Lauren Melendrez Publisher: ISBN: Category : Languages : en Pages : 194
Book Description
Critical Race theory, Latino Identity Development, and Dewey's Pedagogic Creed were reviewed in the context of Latino education. Latinos are the largest minority in the United States. According to the 2008 U.S. Census, Latinos make up 36.6% of California's population, and in 2025, Latinos will compose 25% of all students enrolled in U.S. public schools (Zarate & Burciaga, 2010). However, there is still a widening gap in education between Latino students and their White counterparts (Zarate & Burciaga, 2010). Statement of the Problem The purpose of this study was to determine the extent to which the California A-G requirements are understood and acted upon by first-generation Latino students who aspire to attend a four-year institution. Methodology A mixed-methods approach was utilized for this study. Two questionnaires using a five point Likert-type scale were developed for the study. One questionnaire was used for the student participants and one questionnaire was designed for the counselors and administrators. There were 25 student respondents represented by 17 females and eight males, all between the ages of 17 and 18. Six of the student respondents agreed to be interviewed. There were also two counselor respondents with one agreeing to be interviewed. Conclusions and Recommendations The study found most of the 25 students were not very knowledgeable about the California A-G requirements at first, but throughout their years of high school, they became more and more familiar with the California A-G requirements. A total of 52% of the participants indicated their counselors failed to mention the California A-G requirements to them. As for the counselors in the study, both counselors strongly agreed they make every effort to mention the A-G requirements to all students, especially Latino students. Both counselors also stated they encouraged their students to maintain at least a 2.0 GPA, mentioned four-year universities, and let the students know when they were missing some A-G requirements. More research is needed on the implementation of the California A-G requirements, and how educators, administrators, and teachers can help increase awareness about the admissions requirements for California public educational institutions.
Author: United States. Congress. House. Committee on Appropriations Subcommittee on Agriculture, Rural Development, Food and Drug Administration, and Related Agencies Publisher: ISBN: Category : United States Languages : en Pages : 686
Author: Crista Cassandra Hernandez Publisher: ISBN: Category : Languages : en Pages : 38
Book Description
The Latino/a population is increasing substantially nationwide, but studies continue to indicate that Latino/a college graduation rates remain behind, many of whom are first-generation college students. Latinas have been paving the way for the Latino/a population when it comes to college enrollment because the majority of students in this population are females. College graduation rates are significant because higher numbers of Latina graduates contribute to our growing and changing economy, including our labor force that Latinas will participate in. To date, research shows that there are many barriers that first-generation Latino/a college students face such as lack of school administrative support, immigration status, financial reasons, family responsibilities, working multiple jobs, language barriers, and more. In response to the Latino/a college students' low degree attainment, programs designed by non-profit organizations are stepping up to provide culturally relevant resources tailored to the Latino/a community. The purpose of this graduate project is to explore the experiences, including the benefits and limitations, of two programs established to support first-generation Latina college students in Los Angeles: Hispanas Organized for Political Equality (HOPE) Youth Leadership Program (HYLP) and HOPE College Leadership Program (HCLP). Although both programs have a similar mission statement, "HOPE is a nonprofit, nonpartisan organization that has focused on empowering our communities through advocacy, Latina leadership training, and increasing knowledge on the contributions Latinas have made to advance the status of women for the past 30 years" (HOPE, 2020), and have had strong success in supporting first-generation Latina college students; there has not been a particular focus group study that has analyzed the benefits and limitations of first-generation Latina college students who have participated in one or both programs. Hearing the voices of first-generation Latina college students who have participated in one or both programs could improve and potentially expand both of HOPE's HYLP and HCLP programs. Findings from this study will offer insight into the programs that support the growing and unique needs of support for first-generation Latina college students and their college degree attainment. Keywords: first-generation Latina college students, Latino/a college students, Latinas in higher education
Author: Laura I. Rendón Publisher: Bloomsbury Publishing USA ISBN: Category : Social Science Languages : en Pages : 181
Book Description
This book is an essential resource that Latino/a students and families need to make the best decisions about entering and succeeding in a STEM career. It can also serve to aid faculty, counselors, and advisors to assist students at every step of entering and completing a STEM career. As a fast-growing, major segment of the U.S. population, the next generation of Latinos and Latinas could be key to future American advances in science and technology. With the appropriate encouragement for Latinos/as to enter science, technology, engineering, and mathematics (STEM) careers, they can become the creative innovators who will produce technological advances we all need and can enjoy—from faster tech devices to more energy efficient transportation to cures for diseases and medical conditions. This book presents a compelling case that the nation's Hispanic population must be better represented in STEM careers and that the future of America's technological advances may well depend on the Latino/a population. It focuses on the importance of STEM education for Latinos/as and provides a comprehensive array of the most current information students and families need to make informed decisions about entering and succeeding in a STEM career. Students, families, and educators will fully understand why STEM is so important for Latinos/as, how to plan for a career in STEM, how to pay for and succeed in college, and how to choose a career in STEM. The book also includes compelling testimonials of Latino/a students who have completed a STEM major that offer proof that Latinos/as can overcome life challenges to succeed in STEM fields.
Author: Martin Guevara Urbina Publisher: Charles C Thomas Publisher ISBN: 0398090920 Category : Education Languages : en Pages : 285
Book Description
While the black and white racial experience has been delineated over the years, the ethnic realities of Latinos have received minimal attention. Therefore, with Latinos projected as the upcoming U.S. population majority, the central goal of this book is to document the Latino experience in the world of academia, focusing primarily, but not exclusively, on first-generation Latino students in higher education, delineating the dynamics of the educational journey, while situating their experiences within the ethnic community, the overall American society, and the international community. The text focuses on (1) ethnic realities including Latino student access to higher education, retention, graduation rates, and career success; (2) analysis of historic trends; (3) extensive review of prior empirical studies; (4) a holistic portrayal of education in the U.S.; (5) a qualitative study conducted in an institution of higher education in Texas, placing the stories of participating Latino students in theoretical context; (6) vivid documentation of historically entrenched racial ideologies in American education; (7) exploration of potential solutions to historical and contemporary barriers confronting Latino students; (8) development of a model of empowerment for Latino students; (9) information for the establishment of a balanced educational system; (10) accountability of higher education institutions; (11) review of revolutionizing education in the midst of current globalization; and (12) venturing into the future of Latino education in the overall American experience. Finally, the book seeks to examine not only America’s racism that is evident, but also the structural, cultural, and ideological forces that have influenced and continue to perpetuate the current educational situation for Latinos.
Author: Daniel J. Losen Publisher: Teachers College Press ISBN: 0807773492 Category : Education Languages : en Pages : 286
Book Description
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Author: Patricia Perez Publisher: Routledge ISBN: 1317512618 Category : Education Languages : en Pages : 285
Book Description
Now the largest and fastest-growing ethnic population in the U.S., Latino students face many challenges and complexities when it comes to college choice and access. This edited volume provides much needed theoretical and empirical data on how the schooling experiences of Latino students shape their educational aspirations and access to higher education. It explores how the individual and collective influence of the home, school and policy shape the college decision-making process. This unique collection of original scholarly articles offers critical insight on educational pathways that will help families, educators and policy makers intervene in ways that foster and sustain college access and participation for Latino students. It considers destination preferences and enrollment selections, elementary and secondary school experiences, and intervention programs that shed light on how practitioners can promote participation and retention. This multi-conceptual, multi-methodological volume offers directions for future research, programming and policy in Latino education.
Author: Estela Godinez Ballón Publisher: University of Arizona Press ISBN: 0816531757 Category : Education Languages : en Pages : 190
Book Description
As the Mexican American student population in U.S. public schools climbs to over 8 million, the establishment of policies that promote equity and respect have never been more crucial. In Mexican Americans and Education, Estela Godinez Ballón provides an overview of the relationship between Mexican Americans and all levels of U.S. public schooling. Mexican Americans and Education begins with a brief overview of historical educational conditions that have impacted the experiences and opportunities of Mexican American students, and moves into an examination of major contemporary institutional barriers to academic success, including segregation, high-stakes testing, and curriculum tracking. Ballón also explores the status of Mexican American students in higher education and introduces theories and pedagogies that aim to understand and improve school conditions. Through her extensive examination of the major issues impacting Mexican American students, Ballón provides a broad introduction to an increasingly relevant topic. Ballón uses understandable and accessible language to examine institutional and ideological factors that have negatively impacted Mexican Americans’ public school experiences, while also focusing on their strengths and possibilities for future action. This unique overview serves as a foundation for both education and Chicana/o studies courses, as well as in teacher and professional development.
Author: Adele Lozano Publisher: Lexington Books ISBN: 1498520235 Category : Education Languages : en Pages : 230
Book Description
Latina/o College Student Leadership: Emerging Theory, Promising Practice examines Latina/o college student leadership and leadership development in higher education. This edited collection examines emerging frameworks, empirical research, leadership models, essays, and promising practices from the perspectives of scholars, educators, practitioners, and activists. Latina/o student leadership is analyzed through the lens of various institutional contexts (e.g. large research institution, community college, Hispanic-serving institution) as well as diverse intra-institutional contexts (e.g. academic, student organizations, student government, fraternities and sororities). The focus on theory and practice within various contexts, combined with an emphasis on student voice, helps provide deeper insight into how Latina/o students experience leadership in higher education, as well as how to promote and support the leadership development of Latina/o college students.
Author: Ponciano, Leslie Publisher: IGI Global ISBN: 1668469006 Category : Social Science Languages : en Pages : 356
Book Description
Despite their best intentions, professionals in the helping fields are influenced by a deficit perspective that is pervasive in research, theory, training programs, workforce preparation programs, statistical data, and media portrayals of marginalized groups. They enter their professions ready to fix others and their interactions are grounded in an assumption that there will be a problem to fix. They are rarely taught to approach their work with a positive view that seeks to identify the existing strengths and assets contributed by individuals who are in difficult circumstances. Moreover, these professionals are likely to be entirely unaware of the deficit-based bias that influences the way they speak, act, and behave during those interactions. Reconstructing Perceptions of Systemically Marginalized Groups demonstrates that all individuals in marginalized groups have the potential to be successful when they are in a strengths-based environment that recognizes their value and focuses on what works to promote positive outcomes, rather than on barriers and deficits. Covering key topics such as education practices, adversity, and resilience, this reference work is ideal for industry professionals, administrators, psychologists, policymakers, researchers, academicians, scholars, instructors, and students.
Author: Maricela Lauren Melendrez
Author: Maricela Lauren Melendrez
Author: United States. Congress. House. Committee on Appropriations Subcommittee on Agriculture, Rural Development, Food and Drug Administration, and Related Agencies
Author: Crista Cassandra Hernandez
Author: Laura I. Rendón
Author: Martin Guevara Urbina
Author: Daniel J. Losen
Author: Patricia Perez
Author: Estela Godinez Ballón
Author: Adele Lozano
Author: Ponciano, Leslie