Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Latina Immigrant Mothers Counterstories Of Education Challenging Deficit Myths
Download Latina Immigrant Mothers Counterstories Of Education Challenging Deficit Myths full books in PDF, epub, and Kindle. Read online Latina Immigrant Mothers Counterstories Of Education Challenging Deficit Myths ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths by : Nancy Aileen McNee
Download or read book Latina Immigrant Mothers' Counterstories of Education: Challenging Deficit Myths written by Nancy Aileen McNee and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite major gains in working-class Latin@ immigrant graduation rates and college attendance in recent years, most educators and administrators still perceive Latin@ students with deficit mindsets. Majoritarian storytelling perpetuates deficit myths about working-class Latin@ immigrant students and their families not valuing education. This study joins a growing body of research that uses counterstories to challenge deficit mentalities in education toward working-class Latin@ immigrant students and their families. This qualitative study involved individual, focus group, and member checking interviews with four Latin@ immigrant mothers in the San Francisco Bay Area. The goal of the study was to learn about the following areas: 1) the educational and schooling experiences and academic aspirations of the mothers, 2) the educational and schooling experiences of their children and grandchildren along with the mothers' academic aspirations for them, and 3) the mothers' schooling and education-related hopes for working-class Latin@ immigrant students in the United States in general. The educational counterstories shared by the mothers provided very rich data and detail, powerfully contradicting deficit ideas in education about working-class Latin@ immigrant students and their families. The findings support the importance of bilingual education, bilingualism, and biliteracy. Furthermore, the study concludes that amazing educational counterstories like these should be used as tools in teacher and administrator preparation programs for bilingual and social justice educators. The rich data provided by the counterstories is ideal material for teaching important educational concepts, theories, strategies, and methods.
Book Synopsis Latina Agency through Narration in Education by : Carmen M. Martinez-Roldan
Download or read book Latina Agency through Narration in Education written by Carmen M. Martinez-Roldan and published by Routledge. This book was released on 2021-02-16 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on critical and sociocultural frameworks, this volume presents narrative studies by or about Latinas in which they speak up about issues of identity and education. Using narratives, self-identification stories, and testimonios as theory, methodology, and advocacy, this volume brings together a wide range of Latinx perspectives on education identity, bilingualism, and belonging. The narratives illustrate the various ways erasure and human agency shape the lives and identities of Latinas in the United States from primary school to higher education and beyond, in their schools and communities. Contributors explore how schools and educational institutions can support student agency by adopting a transformative activist stance through curricula, learning contexts, and policies. Chapters contain implications for teaching and come together to showcase the importance of explicit activist efforts to combat erasure and engage in transformative and emancipatory education.
Book Synopsis Ni El Problema, Ni El Remedio (neither the Problem, Nor the Solution) by : Katherine C. Rodela
Download or read book Ni El Problema, Ni El Remedio (neither the Problem, Nor the Solution) written by Katherine C. Rodela and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation analyzes how a group of Latina immigrant women negotiated U.S. educational ideas and cultural messages in a program called Vamos al kinder (Let's go to kindergarten). Vamos al kinder is a preschool and parent education program for three to five-year-old Spanish-speaking children and their parents in a mid-size town in Oregon. Documenting how staff and mother-participants discussed, developed, and practiced U.S. cultural messages and parent involvement strategies in the workshops brings to light the immense amount of work, care, and love they enacted for their children and community. The dissertation has three principal conclusions. First, Latino families in my study were neither the source of nor solution to their children's potential academic challenges. Second, parent education is a complex, sometimes duplicitous space for low-income parents of color, especially Latina immigrants. Finally, Vamos al kinder and community-based programs like it can provide an alternative parent educational space, through staff's creativity, cariño (affection/care) and connections to grassroots community organizing opportunities, which allow for parent leadership. Despite deficit-oriented tools they inherited from early childhood education, the staff's tenacity in emphasizing parent and family strengths demonstrated the importance of creating safe spaces for Latina immigrant women to foster interactions, discussion, and experimentation among themselves.
Book Synopsis Cracks in the Schoolyard—Confronting Latino Educational Inequality by : Gilberto Q. Conchas
Download or read book Cracks in the Schoolyard—Confronting Latino Educational Inequality written by Gilberto Q. Conchas and published by Teachers College Press. This book was released on 2015-11-13 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Cracks in the Schoolyard, Conchas challenges deficit models of schooling and turns school failure on its head. Going beyond presenting critical case studies of social inequality and education, this book features achievement cases that depict Latinos as active actors—not hopeless victims—in the quest for social and economic mobility. Chapters examine the ways in which college students, high school youth, English language learners, immigrant Latino parents, queer homeless youth, the children of Mexican undocumented immigrants, and undocumented immigrant youth all work in local settings to improve their quality of life and advocate for their families and communities. Taken together, these counternarratives will help educators and policymakers fill the cracks in the schoolyard that often create disparity and failure for youth and young adults. Contributors: Nancy Acevedo-Gil, Alejandra S. Albarran, Edelina M. Burciaga, Leo R. Chavez, Gilberto Q. Conchas, Isiaah Crawford, Cindy Cruz, Briana M. Hinga, Eduardo Mosqueda, Leticia Oseguera, Louie F. Rodriguez, Kip Téllez, and Irene I. Vega “Conchas’ provocative and compelling case studies in education position him once again as a leading voice in challenging commonsense notions of Latino school failure.” —Kris D. Gutiérrez, professor of Education, University of California, Berkeley “Conchas has provided readers with an important gift: authentic stories, authentic struggles, authentic strategies, and authentic success. This work debunks the deficit discourse around Latina/o education with a complex analysis of how race, community strengths, and identity become assets for educational excellence. The cases presented are rich, powerful, compelling and inspiring. Essential reading for social justice advocates!” —Tyrone Howard, professor of Education at the University of California, Los Angeles and author of Why Race and Culture in Matters in Schools “In this groundbreaking volume Conchas ushers in a new paradigm for understanding Latina/o student achievement. The authors in this volume collaboratively and compellingly demonstrate the importance of understanding Latina/o educational achievement by analyzing assets and agency in the lives of youths and their families. This volume provides educators, policymakers, and scholars the critical hope and pragmatic agenda for developing a more just educational system—the authors cogently teach us to identify and understand the plethora of contributions that Latina/o students make to our educational system on a day-to-day basis.” —Victor M. Rios, professor of Sociology and author of Punished
Book Synopsis Latino Parents in a Primarily White and Relatively Affluent School District: The Story of Their Engagement in Their Children's School by : Berenice Regina Onofre Vasquez
Download or read book Latino Parents in a Primarily White and Relatively Affluent School District: The Story of Their Engagement in Their Children's School written by Berenice Regina Onofre Vasquez and published by . This book was released on 2017 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study was undertaken to critically explore and explain the parent engagement of a group of immigrant Latina mothers at an elementary school located in a primarily White and relatively affluent school district in California, United States. The study examined the barriers that the group of Latina mothers encountered, along with the enabling factors available to them. Three research question guided the study: 1) How did one group of Latina immigrant mothers engage in a majority White and relatively affluent public school district, and how did they advocate for maintenance of a cultural event? 2) What barriers might inhibit Latino parent engagement in their children's school? 3) What enabling factors might enhance Latino parent engagement in their children's school? The study used Critical Race Theory as the theoretical framework. Data was collected through participant observation, interviews, document review, and field notes. A narrative inquiry method was used to chronologically narrate, as a series of events, the lived experiences of the group of immigrant Latina mothers. The study discovered a different situation than the deficit concept that Latino parents are not involved in their children's school. The findings narrate a counterstory in that a group of Latina immigrant mothers, with the assistance of community advocates, was able to infiltrate the elementary school's space of power and influence and effect change for the betterment of Latino parents, students, and the school in general. The group of Latina mothers was confronted with many barriers. Some of the specific obstacles that inhibited their engagement at their children's school were: 1) systemic White privilege; 2) race, racism, and a lack of Latino power and influence in school decisions; 3) administrative disregard for the importance of culture, 4) a Latino parent engagement equity gap, 5) parent low socioeconomic status, 6) parent language barriers, and 7) low parental educational attainment. On the other hand, there were enabling factors that supported the Latina mothers' engagement at their children's school, including: 1) resilience and resistance to being silenced, 2) in-group and community support, and 3) the parent educational programs in the community and at school. These factors supported their arduous trajectory to resolve their concerns, with one of their main concerns being the re-instatement of a 42-year-old Cinco de Mayo event at an elementary school. The results of this study are significant because, as the Latino community continues to expand into new reaches of the United States, Latino parents could likely encounter similar situations in their new communities. This qualitative study was undertaken to critically explore and explain the parent engagement of a group of immigrant Latina mothers at an elementary school located in a primarily White and relatively affluent school district in California, United States. The study examined the barriers that the group of Latina mothers encountered, along with the enabling factors available to them. Three research question guided the study: 1) How did one group of Latina immigrant mothers engage in a majority White and relatively affluent public school district, and how did they advocate for maintenance of a cultural event? 2) What barriers might inhibit Latino parent engagement in their children's school? 3) What enabling factors might enhance Latino parent engagement in their children's school? The study used Critical Race Theory as the theoretical framework. Data was collected through participant observation, interviews, document review, and field notes. A narrative inquiry method was used to chronologically narrate, as a series of events, the lived experiences of the group of immigrant Latina mothers. The study discovered a different situation than the deficit concept that Latino parents are not involved in their children's school. The findings narrate a counterstory in that a group of Latina immigrant mothers, with the assistance of community advocates, was able to infiltrate the elementary school's space of power and influence and effect change for the betterment of Latino parents, students, and the school in general. The group of Latina mothers was confronted with many barriers. Some of the specific obstacles that inhibited their engagement at their children's school were: 1) systemic White privilege; 2) race, racism, and a lack of Latino power and influence in school decisions; 3) administrative disregard for the importance of culture, 4) a Latino parent engagement equity gap, 5) parent low socioeconomic status, 6) parent language barriers, and 7) low parental educational attainment. On the other hand, there were enabling factors that supported the Latina mothers' engagement at their children's school, including: 1) resilience and resistance to being silenced, 2) in-group and community support, and 3) the parent educational programs in the community and at school. These factors supported their arduous trajectory to resolve their concerns, with one of their main concerns being the re-instatement of a 42-year-old Cinco de Mayo event at an elementary school. The results of this study are significant because, as the Latino community continues to expand into new reaches of the United States, Latino parents could likely encounter similar situations in their new communities.
Download or read book Mothers United written by Andrea Dyrness and published by U of Minnesota Press. This book was released on 2011 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: An intimate and inspiring account of immigrant Latina mothers fighting for better schools for their children.
Book Synopsis Persistent Inequality by : María Pabón López
Download or read book Persistent Inequality written by María Pabón López and published by Taylor & Francis. This book was released on 2010 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The children of undocumented migrants in the U.S. are trapped at the intersection of two systems in crisis: the public education system and the immigration law system. Based on a long tradition of scholarship in Latino education and on newer critical race theory ideas, Persistent Inequality answers burning questions about how educational policy has to rise to meet the unique challenges of undocumented students' lives as well as those which face nearly all Latinos in the U.S. educational system. How solid is the Supreme Court precedent, Plyler v. Doe, that allows undocumented children the opportunity to attend public school K-12 free of charge? What would happen if the Supreme Court overruled it? What is the DREAM Act and how would this proposed federal law affect the lives of undocumented students? How have immigration raids affected public school children and school administrators? To shed some light on these vital questions, the authors provide a critical analysis of the various legal and policy aspects of the U.S. educational system, asserting that both the legal and educational systems in this country need to address the living and working conditions of undocumented Latino students and remove the obstacles to educational achievement which these students struggle with daily.
Book Synopsis Critical Race Counterstories along the Chicana/Chicano Educational Pipeline by : Tara J. Yosso
Download or read book Critical Race Counterstories along the Chicana/Chicano Educational Pipeline written by Tara J. Yosso and published by Routledge. This book was released on 2013-02-01 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chicanas/os are part of the youngest, largest, and fastest growing racial/ethnic 'minority' population in the United States, yet at every schooling level, they suffer the lowest educational outcomes of any racial/ethnic group. Using a 'counterstorytelling' methodology, Tara Yosso debunks racialized myths that blame the victims for these unequal educational outcomes and redirects our focus toward historical patterns of institutional neglect. She artfully interweaves empirical data and theoretical arguments with engaging narratives that expose and analyse racism as it functions to limit access and opportunity for Chicana/o students. By humanising the need to transform our educational system, Yosso offers an accessible tool for teaching and learning about the problems and possibilities present along the Chicano/a educational pipeline.
Book Synopsis The Experiences of Spanish-speaking Latina Immigrant Mothers when Participating in the Individualized Education Plan for Their Children with Disabilities by : Veronica Ferrufino
Download or read book The Experiences of Spanish-speaking Latina Immigrant Mothers when Participating in the Individualized Education Plan for Their Children with Disabilities written by Veronica Ferrufino and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Under the Individuals with Disabilities Education Act (IDEA), there has been an increase of students receiving special education services in U.S. public schools in the last 20 years (U.S. Department of Education, 2004). Parents are active participants in the educational decision-making process for their children with disabilities, providing Federal laws procedural safeguards for parents to participate in and make decisions concerning their children’s education. Thus, the purpose of this qualitative phenomenological study was to research the experiences of Spanish-speaking Latina immigrant mothers who have children with disabilities attending public school in California. This study sought to recount the experiences of Spanish-speaking Latina immigrant mothers who attended individualized education plan (IEP) meetings as they interacted with school personnel. With the purpose of answering three main research questions and using a data collection method for a phenomenological study, 12 participants were located through a nonprofit community-based organization and interviewed using eight approved semi-structured interview questions. As a result, 19 themes detailed the Spanish-speaking Latina immigrant mothers’ experiences. The themes identified the participants’ experiences, awareness of, knowledge of, barriers to, and motivation to understand special education and the IEP process. The findings showed ways Spanish-speaking Latina immigrant mothers utilized concepts of self-determination to learn about special education and advocate for their children’s schooling despite the barriers and challenges they faced. It was found that Spanish-speaking Latina immigrant mothers seek education to established programs that educate culturally and linguistically diverse families, and provide necessary resources, and promote independence for their children so they are able to become self-sufficient adults.
Author :Juan A. Rios Vega Publisher :Critical Studies of Latinxs in the Americas ISBN 13 :9781433130380 Total Pages :0 pages Book Rating :4.1/5 (33 download)
Book Synopsis Counterstorytelling Narratives of Latino Teenage Boys by : Juan A. Rios Vega
Download or read book Counterstorytelling Narratives of Latino Teenage Boys written by Juan A. Rios Vega and published by Critical Studies of Latinxs in the Americas. This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Handbook of Latinos and Education by : Juan Sánchez Muñoz
Download or read book Handbook of Latinos and Education written by Juan Sánchez Muñoz and published by Routledge. This book was released on 2009-12-16 with total page 701 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Latina Immigrant Mothers and Daughters Negotiating Pathways to Higher Education by : Erlinda Teniente Valderas
Download or read book Latina Immigrant Mothers and Daughters Negotiating Pathways to Higher Education written by Erlinda Teniente Valderas and published by . This book was released on 2015 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study seeks to alter the mainstream notions of young Latinas and their higher educational attainment. More often than not, these mainstream notions of both low educational attainment and high pregnancy rates have been imposed by society’s outdated views of Latinas. Using a Chicana Feminist Theory (Garcia, 1989) lens in collaboration with a pedagogies of the home approach (Delgado Bernal, 1992, 2001) and mujer-to-mujer centered conversations (Villenas, 2005), I aspired to capture and capitalize on the daily interactions that young Latinas along with their mothers are using to counter mainstream, patriarchal structures that are serving as gatekeeping entities to higher education. By using a microanalysis of the everyday lives of young Latinas and their mothers’ daily interactions and analysis of their conversations, this research study also serves as a basis for a close analysis of K-16 entities—including career counselors in middle and high schools, local community organizations, and colleges/universities—and how they can use consejos, cuentos, and testimonios (Delgado Bernal, Elenes, Godinez, Villenas, 2006; Delgado Gaitan, 1994; Guzman, 2012; Valdés, 1996; Villenas, 2001, 2005, Villenas & Moreno, 2001) as a bridge for first-generation Latinas seeking higher education. In conclusion, this study finds that explain that the immigrant mothers in this study are finding ways to serve as sources of information for their young Latina daughters by countering gatekeeping entities that may keep young Latinas out of institutions of higher education. Furthermore, the findings of this study move beyond the spaces of college paperwork and a college education. Rather, the immigrant mothers in this study are preparing their Latina youth to prepararse, to prepare themselves for what life may bring them in the future.
Book Synopsis Cultura y Corazón by : Rosa D. Manzo
Download or read book Cultura y Corazón written by Rosa D. Manzo and published by University of Arizona Press. This book was released on 2020-10-20 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cultura y Corazón is a research approach and practice that is rooted in the work of Latinx and Chicanx scholars and intellectuals. The book documents best practices for Community Based and Participatory Action Research (CBPAR), which is both culturally attuned and scientifically demonstrated. This methodology takes a decolonial approach to engaging community members in the research process and integrates critical feminist and indigenous epistemologies. Cultura y Corazón presents case studies from the authors’ work within the fields of education and health. It offers key strategies to working in partnership with marginalized Latinx communities that are grounded in deep respect for the communities’ cultures and lived experiences. This book is intended for students, researchers, and practitioners who want to work with vulnerable populations through a community-based approach that truly respects and integrates culture, values, and funds of knowledge.
Book Synopsis Anthropology & Education Quarterly by :
Download or read book Anthropology & Education Quarterly written by and published by . This book was released on 2001 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social Justice Perspectives on English Language Learners by : Ashraf Esmail
Download or read book Social Justice Perspectives on English Language Learners written by Ashraf Esmail and published by Rowman & Littlefield. This book was released on 2023-05-31 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: The recent increase in immigration patterns in the United States has meant an increase in the number of children whose first language is not English entering American schools. Some reports indicate that as many as one in four students come from families where the language spoken in the home is not English. This books is focused on providing teachers access to credible information that will assist them understand the English language learner, develop effective strategies to teach English language learners, create effective learning environments and use assessments to meet the needs of English language learners as well as garner community resources to support for English language learners.
Book Synopsis Critical Content Analysis of Visual Images in Books for Young People by : Holly Johnson
Download or read book Critical Content Analysis of Visual Images in Books for Young People written by Holly Johnson and published by Routledge. This book was released on 2019-05-31 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Extending the discussion of critical content analysis to the visual realm of picturebooks and graphic novels, this book provides a clear research methodology for understanding and analyzing visual imagery. Offering strategies for "reading" illustrations in global and multicultural literature, chapter authors explore and bring together critical theory and social semiotics while demonstrating how visual analysis can be used to uncover and analyze power, ideologies, inequity, and resistance in picturebooks and graphic novels. This volume covers a diverse range of texts and types of books and offers tools and procedures for interpreting visual images to enhance the understandings of researchers, teachers, and students as they engage with the visual culture that fills our world. These methods are significant not only to becoming a critical reader of literature but to also becoming a critical reader of visual images in everyday life.
Book Synopsis Pedagogy, Policy, and the Privatized City by : Kristen L. Buras
Download or read book Pedagogy, Policy, and the Privatized City written by Kristen L. Buras and published by Teachers College Press. This book was released on 2015-04-17 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: In cities across the nation, communities of color find themselves resisting state disinvestment and the politics of dispossession. Students at the Center—a writing initiative based in several New Orleans high schools—takes on this struggle through a close examination of race and schools. The book builds on the powerful stories of marginalized youth and their teachers who contest the policies that are destructive to their communities: decentralization, charter schools, market-based educational choice, teachers union-busting, mixed-income housing, and urban redevelopment. Striking commentaries from the foremost scholars of the day explore the wider implications of these stories for pedagogy and educational policy in schools across the United States and the globe. Most importantly, this book reveals what must be done to challenge oppressive conditions and transform our schools for the benefit of all students.
