Educational Resilience Inspired by Familial Cuentos (Narratives) and Consejos (Advice): Exploring How Low-Income Mexican-American Women's Assets Serve as Resources for College Persistence PDF Download
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Author: Janet Rocha Publisher: ISBN: Category : Languages : en Pages : 326
Book Description
This study examines the first-year college transition of first-generation college women of Mexican heritage and the strategies they use to persist in college. The sample is comprised of seven low-income, first-year female college students of Mexican heritage at a large, highly competitive public university. I conducted one semi-structured interview, four open-ended interviews, and three photo-elicitation interviews with each participant (56 interviews in total). I also visited each woman's dorm room to document meaningful artifacts. Additionally, I conducted participant-observations during campus tours led by the women, and also conducted four focus groups to engage them in the process of analysis. This study identified the types of familial-cultural practices these women engaged in with their families and how they developed asset-based resources used to navigate their first year of college. A Latina/o critical race theory framework was used to analyze the raced and gendered layers of their experiences and highlight the forms of resilience and agency developed by study participants. Findings from this study revealed the following: Firstly, familial cuentos and consejos serve as teaching tools that yield critical consciousness. These familial-cultural practices helped these women develop resilient behaviors and positive attitudes that they applied to experiences transitioning into a university setting. Secondly, first-generation female college students of Mexican heritage drew meaning from cuentos and consejos, developing them into asset-based resources that fostered their educational resilience. Thirdly, study participants entered higher education with asset-based resources and identified effective strategies to deploy their assets and resources. Lastly, participants used these strategies to overcome various challenges and persist through their first-year in college. Recommendations gleaned from this study include specific programming suggestions designed to help college administrators interested in college persistence among students of color gain a better understanding of the first-year experience of these students. This study encourages postsecondary institutions to celebrate and honor students' multicultural college identities through policies and programming agendas that actively encourage personal, academic, and professional development. Understanding how students negotiate the demands of school and their family ties and commitments contributes to the development of methodologies that will better support these students in higher education. Once we more fully understand students' experiences and assets, universities can build upon their cultural wealth to better help them develop a sense of belonging at their institutions, which will lead to greater postsecondary success.
Author: Janet Rocha Publisher: ISBN: Category : Languages : en Pages : 326
Book Description
This study examines the first-year college transition of first-generation college women of Mexican heritage and the strategies they use to persist in college. The sample is comprised of seven low-income, first-year female college students of Mexican heritage at a large, highly competitive public university. I conducted one semi-structured interview, four open-ended interviews, and three photo-elicitation interviews with each participant (56 interviews in total). I also visited each woman's dorm room to document meaningful artifacts. Additionally, I conducted participant-observations during campus tours led by the women, and also conducted four focus groups to engage them in the process of analysis. This study identified the types of familial-cultural practices these women engaged in with their families and how they developed asset-based resources used to navigate their first year of college. A Latina/o critical race theory framework was used to analyze the raced and gendered layers of their experiences and highlight the forms of resilience and agency developed by study participants. Findings from this study revealed the following: Firstly, familial cuentos and consejos serve as teaching tools that yield critical consciousness. These familial-cultural practices helped these women develop resilient behaviors and positive attitudes that they applied to experiences transitioning into a university setting. Secondly, first-generation female college students of Mexican heritage drew meaning from cuentos and consejos, developing them into asset-based resources that fostered their educational resilience. Thirdly, study participants entered higher education with asset-based resources and identified effective strategies to deploy their assets and resources. Lastly, participants used these strategies to overcome various challenges and persist through their first-year in college. Recommendations gleaned from this study include specific programming suggestions designed to help college administrators interested in college persistence among students of color gain a better understanding of the first-year experience of these students. This study encourages postsecondary institutions to celebrate and honor students' multicultural college identities through policies and programming agendas that actively encourage personal, academic, and professional development. Understanding how students negotiate the demands of school and their family ties and commitments contributes to the development of methodologies that will better support these students in higher education. Once we more fully understand students' experiences and assets, universities can build upon their cultural wealth to better help them develop a sense of belonging at their institutions, which will lead to greater postsecondary success.
Author: Juan A. Rios Vega Publisher: Critical Studies of Latinxs in the Americas ISBN: 9781433130380 Category : Discrimination in education Languages : en Pages : 0
Book Description
Counterstorytelling Narratives of Latino Teenage Boys presents an ethnographic portrait of the experiences and counterstories of nine Latino teenage boys representing different cultural and socioeconomic backgrounds attending a high school in North Carolina. Using critical race theory (CRT), Latino critical theory (LatCrit), and Chicano/a epistemologies as a theoretical framework, the book unveils how differing layers of oppression shape the lives of these boys of color through the intersections of race, gender, and class. Contrary to majoritarian assumptions, cultural deficit models, and their teachers' low expectations, this research reveals how participants used their cultural capital as a foundation to develop resiliency. The findings in this book suggest that teachers, school administrators, and staff could benefit from a better understanding of Latino/a students' community cultural wealth as a fundamental element for these students' academic success. Counterstorytelling Narratives of Latino Teenage Boys will be an excellent resource for teachers, school administrators, college students, and pre-service teachers. It will be useful in courses in Latino/a studies in the United States, multicultural studies, race and education studies, social justice in education, race and gender studies, and social foundations in education.
Author: Uche Amaechi Publisher: ISBN: Category : Languages : en Pages : 386
Book Description
The Covid-19 pandemic caused major disruptions to education around the world. Since the World Health Organization declared a pandemic on March 11, 2020, most students on the planet were affected by the interruption of in-person schooling. To mitigate the educational loss such interruption would cause, education authorities the world over created a variety of alternative mechanisms of education delivery. They did so quickly and with insufficient knowledge about what would work well, for which children, and for what aspects of the schooling experience.Having to create such alternative arrangements in short order was the ultimate adaptive leadership challenge, one for which no playbook existed, one for which solutions would have to be invented, rather than drawn from existing technical knowledge. The nature of the challenge differed across the world and regions, and it differed also within countries as a function of the differential public health and economic impact of the pandemic on communities, and of variations in institutional and financial resources available to redress such impact, including availability of digital infrastructure and previous knowledge and experience of teachers and students with digi-pedagogies and other resources to create alternative education delivery systems.Sustaining educational opportunities amidst these challenges created by the pandemic was an example of adaptive education response not to a unique unexpected challenge but to one in a larger class of problems, just one of the many adaptive conundrums facing communities and societies. Beyond the challenges resulting from the pandemic, other complications of that sort predating the pandemic included those resulting from poverty, inequality, social inclusion, governance, climate change, among others. In some ways, the pandemic served as an accelerant for some of those, augmenting their impact or underscoring the urgency of addressing them. Adaptive puzzles of this sort, including pandemics, are likely to continue to impact education systems in the foreseeable future. This makes it necessary to strengthen the capacity of education systems to respond to them.Reimagining education systems so they are resilient in the face of adaptive challenges is an opportunity to mobilize new talent and institutional resources. Partnerships between school systems and universities can contribute to those reimagined and more resilient systems, they can enhance the institutional capacity of education systems to devise solutions and to implement them. Such partnerships are also an opportunity for universities to be more deliberate in integrating their three core functions of research, teaching and outreach in service of addressing significant social challenges in a context in rapid flux.In this book we present the results of one approach to produce the integration between research, teaching and outreach just described, resulting from engaging graduate students in collaborations with school systems for the purpose of helping identify ways to sustain educational opportunity during the disruption caused by the pandemic. This activity engaged our students in research and analysis, contributing to their education, and it engaged them in service to society. The book examines what happened to educational opportunity during the Covid-19 pandemic in Bangladesh, Belize, the municipality of Santa Ana in Costa Rica, Guatemala, Kenya, in the States of Sinaloa and Quintana Roo in Mexico, South Africa, United Arab Emirates, and in the United States in Richardson Independent School District in Texas. It offers an systematic analysis of policy options to sustain educational opportunity during the pandemic.
Author: Kathryn Klein Publisher: Getty Publications ISBN: 0892363819 Category : Art Languages : en Pages : 178
Book Description
Housed in the former 16th-century convent of Santo Domingo church, now the Regional Museum of Oaxaca, Mexico, is an important collection of textiles representing the area’s indigenous cultures. The collection includes a wealth of exquisitely made traditional weavings, many that are now considered rare. The Unbroken Thread: Conserving the Textile Traditions of Oaxaca details a joint project of the Getty Conservation Institute and the National Institute of Anthropology and History (INAH) of Mexico to conserve the collection and to document current use of textile traditions in daily life and ceremony. The book contains 145 color photographs of the valuable textiles in the collection, as well as images of local weavers and project participants at work. Subjects include anthropological research, ancient and present-day weaving techniques, analyses of natural dyestuffs, and discussions of the ethical and practical considerations involved in working in Latin America to conserve the materials and practices of living cultures.
Author: Latina Feminist Group, Publisher: Duke University Press ISBN: 0822383284 Category : Social Science Languages : en Pages : 399
Book Description
Telling to Live embodies the vision that compelled Latina feminists to engage their differences and find common ground. Its contributors reflect varied class, religious, ethnic, racial, linguistic, sexual, and national backgrounds. Yet in one way or another they are all professional producers of testimonios—or life stories—whether as poets, oral historians, literary scholars, ethnographers, or psychologists. Through coalitional politics, these women have forged feminist political stances about generating knowledge through experience. Reclaiming testimonio as a tool for understanding the complexities of Latina identity, they compare how each made the journey to become credentialed creative thinkers and writers. Telling to Live unleashes the clarifying power of sharing these stories. The complex and rich tapestry of narratives that comprises this book introduces us to an intergenerational group of Latina women who negotiate their place in U.S. society at the cusp of the twenty-first century. These are the stories of women who struggled to reach the echelons of higher education, often against great odds, and constructed relationships of sustenance and creativity along the way. The stories, poetry, memoirs, and reflections of this diverse group of Puerto Rican, Chicana, Native American, Mexican, Cuban, Dominican, Sephardic, mixed-heritage, and Central American women provide new perspectives on feminist theorizing, perspectives located in the borderlands of Latino cultures. This often heart wrenching, sometimes playful, yet always insightful collection will interest those who wish to understand the challenges U.S. society poses for women of complex cultural heritages who strive to carve out their own spaces in the ivory tower. Contributors. Luz del Alba Acevedo, Norma Alarcón, Celia Alvarez, Ruth Behar, Rina Benmayor, Norma E. Cantú, Daisy Cocco De Filippis, Gloria Holguín Cuádraz, Liza Fiol-Matta, Yvette Flores-Ortiz, Inés Hernández-Avila, Aurora Levins Morales, Clara Lomas, Iris Ofelia López, Mirtha N. Quintanales, Eliana Rivero, Caridad Souza, Patricia Zavella
Author: Richard R. Valencia Publisher: Routledge ISBN: 1136368434 Category : Education Languages : en Pages : 286
Book Description
Deficit thinking refers to the notion that students, particularly low income minority students, fail in school because they and their families experience deficiencies that obstruct the leaning process (e.g. limited intelligence, lack of motivation, inadequate home socialization). Tracing the evolution of deficit thinking, the authors debunk the pseudo-science and offer more plausible explanations of why students fail.
Author: Cynthia E. Milton Publisher: Duke University Press ISBN: 0822377462 Category : History Languages : en Pages : 320
Book Description
Peru's Truth and Reconciliation Commission not only documented the political violence of the 1980s and 1990s but also gave Peruvians a unique opportunity to examine the causes and nature of that violence. In Art from a Fractured Past, scholars and artists expand on the commission's work, arguing for broadening the definition of the testimonial to include various forms of artistic production as documentary evidence. Their innovative focus on representation offers new and compelling perspectives on how Peruvians experienced those years and how they have attempted to come to terms with the memories and legacies of violence. Their findings about Peru offer insight into questions of art, memory, and truth that resonate throughout Latin America in the wake of "dirty wars" of the last half century. Exploring diverse works of art, including memorials, drawings, theater, film, songs, painted wooden retablos (three-dimensional boxes), and fiction, including an acclaimed graphic novel, the contributors show that art, not constrained by literal truth, can generate new opportunities for empathetic understanding and solidarity. Contributors. Ricardo Caro Cárdenas, Jesús Cossio, Ponciano del Pino, Cynthia M. Garza, Edilberto Jímenez Quispe, Cynthia E. Milton, Jonathan Ritter, Luis Rossell, Steve J. Stern, María Eugenia Ulfe, Víctor Vich, Alfredo Villar
Author: Francisco Valdes Publisher: NYU Press ISBN: 1479809306 Category : Law Languages : en Pages : 214
Book Description
"This book comprehensively but succinctly tells the story of LatCrit's emergence and sustainable presence as a scholarly and activist community within and beyond the US legal academy, finding its place alongside such other schools of critical legal knowledge as Feminist Legal Theory and Critical Race Theory that aim to combust social and legal transformative change"--
Author: Paul Davies Publisher: ISBN: 9780982372449 Category : Languages : en Pages :
Book Description
A collection of essays from the English Language Teaching in Latin America website, collected and edited by Paul Davies between 2018 and 2020.
Author: Janet Rocha
Author: Janet Rocha
Author: Juan A. Rios Vega
Author: 
Author: Uche Amaechi
Author: Kathryn Klein
Author: Latina Feminist Group,
Author: Richard R. Valencia
Author: Cynthia E. Milton
Author: Francisco Valdes
Author: Paul Davies