Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Understanding The College Going Process Of Latinx A O Students Attending Early College High Schools
Download Understanding The College Going Process Of Latinx A O Students Attending Early College High Schools full books in PDF, epub, and Kindle. Read online Understanding The College Going Process Of Latinx A O Students Attending Early College High Schools ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Understanding the College-going Process of Latinx/a/o Students Attending Early College High Schools by : Dianey Leal
Download or read book Understanding the College-going Process of Latinx/a/o Students Attending Early College High Schools written by Dianey Leal and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early college high schools (ECHSs) have been proposed as a high school reform solution to improve college access and success among underserved and underrepresented students in higher education; however, little to no research has centered the experiences of Latinx/a/o students in ECHS. In response, I used critical narrative methodology to better understand students' ECHS experiences in relation to college going. Specifically, through in-depth interviews with eight students in one ECHS in south Texas, I asked: How do Latinx/a/o students describe their early college high school (ECHS) experience? And what do Latinx/a/o ECHS students' experiences reveal about the factors that facilitate or hinder their college-going process? Based on students' experiences and reflections, I identified various factors that impacted their college-going process, which I organized into three major themes. Each of these themes represents experiences I found in students' stories, starting with their experiences as they transition from middle school to ECHS (Getting In), then on their adjustment to ECHS (Getting Through), and finally on their transition out of ECHS to a higher education institution (Getting Across). I used a temporal order to (re)tell participants' ECHS experiences as a way to acknowledge the past, present, and implied future of students. Grounded in the voices and experiences of students most affected by high school reforms like ECHS, I offer recommendations for policy, practice, and future research.
Book Synopsis High-Achieving Latino Students by : Susan J. Paik
Download or read book High-Achieving Latino Students written by Susan J. Paik and published by IAP. This book was released on 2020-03-01 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring
Book Synopsis Early College High School: Closing the Latino Achievement Gap by : Kristen Ann Beall
Download or read book Early College High School: Closing the Latino Achievement Gap written by Kristen Ann Beall and published by . This book was released on 2016 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early College High School: Closing the Latino Achievement Gap by Kristen Ann Beall Doctor of Education University of California, Los Angeles, 2016 Professor Christina A. Christie, Chair The population of United States Latino students is growing at a rapid rate but their academic achievement lags behind white and Asian students. This issue has significant consequences for the nation's economy, as the job market continues to demand more education and better skills. Early College High School programs have the potential to improve educational outcomes for underserved students by combining comprehensive high school curricula with supported postsecondary dual enrollment opportunities. Through a combination of student focus groups, staff interviews, observations, and document review, this qualitative study explored how secondary and postsecondary institutions can work together to create comprehensive dual enrollment programs that lead to increased academic achievement for Latino students. The study relied on the social cognitive career framework and Early College High School programs' theory of change to identify critical cultural and structural supports that resonate specifically with Latino students. The research focused on 12th grade Latino students and staff at two Early College High Schools in Central California. Findings revealed that Early College High School programs embrace a robust core curriculum, serving to remediate academic skills while also preparing students for rigorous postsecondary coursework. Programmatic structures collaboratively respond to student needs while providing supported postsecondary experiences, encouraging improved self-efficacy, changed outcome expectations, and expanded personal goals. Multilayered teacher supports also resonate with Latino students in Early College High School programs, as illustrated by program-wide college-going cultures that include high expectations and trusted relationships. Finally, Early College High Schools support highly enculturated families fostering increased levels of college knowledge and engagement. The findings show that Early College High School programs can offer Latino students a pathway for postsecondary access and improved levels of academic achievement.
Book Synopsis Higher Education Access and Choice for Latino Students by : Patricia Perez
Download or read book Higher Education Access and Choice for Latino Students written by Patricia Perez and published by Routledge. This book was released on 2015-04-10 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Community College and Beyond by : José R. Del Real Viramontes
Download or read book Community College and Beyond written by José R. Del Real Viramontes and published by IAP. This book was released on 2023-08-01 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the transfer disparity persists among Latina/o/x community college students and continues to widen for those seeking to complete their baccalaureate degree, we asked ourselves three questions: (1) How do Latina/o/x community college students navigate the transfer preparation and decision-making process? (2) Once at the university, how do Latina/o/x transfer students negotiate their identities and lived experiences as they persist towards graduation and beyond? And (3) What policies, practices, and programs at both two-and four-year institutions facilitate access, persistence, and completion for Latina/o/x community college/transfer students? These reflections prompted us to seek answers. This is the first edited book to provide much needed theoretical and empirical insights on Latina/o/x students who enter postsecondary education through the community college. Our book offers a comprehensive outlook on the pre- and post-transfer experiences of Latina/o/x students written by scholars and scholarpractitioners working in the field of higher education. In addition, we include specific sections that speak directly to policies, practices, and theory that address transfer pathways for Latina/o/x community college and transfer students.
Book Synopsis College Ready by : Michelle G. Knight
Download or read book College Ready written by Michelle G. Knight and published by Teachers College Press. This book was released on 2013-03-22 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: EDUCATION / Multicultural Education
Book Synopsis Roadblocks to a 4-year University by :
Download or read book Roadblocks to a 4-year University written by and published by . This book was released on 2016 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on college access and enrollment indicates that a college education is one of the most effective avenues to increase social mobility. Each year, low-income students of color face a number of barriers to college access and success at every stage of their educational trajectory (Gándara, 2000; Gándara, 2002; Gándara & Contreras, 2009; McClafferty & McDonough, 2000; McDonough, 1997; Obama, 2014). Students from low-income backgrounds are not only less likely to complete high school, but also much less likely to enroll in postsecondary education among those who graduate from high school (Chapman, Laird, & Kewal Remani, 2011). Much of this gap persists because low-income students often lack the guidance and support they need to navigate college preparation--from test taking, to the application process, to applying for financial aid (De La Rosa, 2006; McDonough, 1997). Perhaps even more disheartening is the number of qualified high-school students who end up choosing a college that is not a good fit for them or do not go to college at all. A popular explanation for this potential cause of class-based postsecondary stratification is the college application and enrollment behaviors of low-income students. A growing body of research suggests that a significant pool of first-generation, low-income students undermatch in their college choice process that is when students fail to enroll at a 4-year university despite being academically qualified to do so. As a result, many college-qualified low-income students disproportionately attend less selective institutions, fail to enroll in college altogether or are mostly concentrated in community colleges. Therefore, improving the rate at which low-income students choose universities that "match" their academic qualifications requires an understanding of the factors that contribute to this undermatching in the first place. As such, this study is the first attempt to study the pervasiveness of undermatching among first-generation, low-income Latina/o students and suggest why such phenomenon deserves greater attention from scholars and policymakers alike. This study was guided by the following overarching question: What are the factors that contribute to the college undermatching of first-generation, low-income high school Latina/o students? In order to answer this central question, the following purposeful research questions were also addressed in the study: What role does the high school environment (organizational habitus) play in the college undermatching of Latina/o students? What role does school-based institutional agents (teachers, counselors, mentors, etc.) play in the college undermatching of Latina/o students? To examine the factors that contributed to the college undermatch of first-generation, low-income Latina/o students, this study used a qualitative research design generated from one-on-one, in-depth semi-structured interviews. Thus, the student voices shaped this body of work. Overall, findings in this study suggest that unlike some traditional college students, Latina/os face an array of economic, social, cultural, family, and institutional barriers that affect their likelihood of enrolling in a 4-year university that matches their academic qualifications. All students in this study with the exception of two ended up enrolling in a local community college. Specifically, it was found that the following six major factors contributed to a student's college undermatch: (a) financial constraints, (b) family constraints (c) institutional barriers, (d) lack of self-efficacy, (e) sense of college readiness, and (f) lack of college knowledge. In addition, a major finding was that the high school environment did not play a significant role in the college undermatching of students. In fact, the decision on where to go to college was mostly done on their own without the influence of their high school. Results revealed that although students agreed that the message was to go to college and they perceived their high school as having an intermediate to strong college-going culture, it did not correlate with students enrolling in a 4-year university. Similarly, it was found that school-based institutional agents did not play a significant role in the students' college undermatching. However, it was found that students relied heavily on the hands-on support they received from college prep programs like the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) to navigate the college and financial aid application process. Without this support, student perhaps would have not been able to follow through with the college enrollments steps needed to enroll in a community college. Grounded in the belief that the future of Latina/o students and their families is deeply connected to the future of our country, this study is both timely and relevant. This study offers new insights regarding the complexities faced by Latina/o students as they navigate the U.S. educational pipeline. This study also contributes to the growing body of research focused on the latest college choice literature and highlights the complexities of the college choice process. Finally, this study provides policy, programmatic, and research recommendations to strengthen the educational pipeline of first-generation, low-income Latina/o students.
Book Synopsis The Latino Student's Guide to College Success by : Leonard A. Valverde
Download or read book The Latino Student's Guide to College Success written by Leonard A. Valverde and published by Bloomsbury Publishing USA. This book was released on 2012-07-06 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides Latino students with a step-by-step roadmap for navigating the college process—from overcoming cultural barriers to attending college, to selecting the right school, to considering advanced degrees. The Latino community is the fastest growing minority group in America, and quickly becoming a major player in America's workforce. Unfortunately, Latinos encounter cultural and societal obstacles that can hinder academic achievement. This inspirational guide gives Latino students practical skills for advancing in a college environment. The Latino Student's Guide to College Success: Second Edition, Revised and Updated provides a blueprint for collegiate success. The first eight chapters guide students through subjects such as selecting a college, navigating the application process, forming effective study habits, accessing student support services, and planning for advanced degrees. The second part is comprised of eight inspirational stories by Latino graduates sharing their college experiences. Lastly, a third section features a listing of colleges with a record of graduating the most Latinos, as well as a list of the top ten colleges with the most undergraduate Latino students. The revised and updated second edition of this popular book features the latest economic and demographic changes that have emerged since the first edition was published. It also includes six new chapters introducing the impact of technological advancements and changes in cultural trends.
Book Synopsis Low-income, First-generation, African American and Latino Students' Perceptions of Influencing Factors on Their Successful Path to Enrollment in a Four-year College by : Gerard J. Rooney
Download or read book Low-income, First-generation, African American and Latino Students' Perceptions of Influencing Factors on Their Successful Path to Enrollment in a Four-year College written by Gerard J. Rooney and published by . This book was released on 2008 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: ?Pub Inc This qualitative study utilized a grounded theory approach to understand first-generation students' perceptions of influences on their successful journey to a four-year college. Twenty low-income, first-generation, African American and Latino students, were interviewed in order to understand who or what influenced them in developing aspirations to college, and at the various stages of the college search and selection process. These students were the first members of their immediate family to attend college. Findings centered around five major influence areas: influences at home, influences at school, influences in the search and choice process, the continuing influence of cost of attendance, and the influence of courage as a necessary virtue for students who are the first members of their families to negotiate their path to college. The home environment provided students with expectation, support, and stability. Parents and/or grandparents were the primary influence for students in the development of an aspiration to attend college. Stability in their elementary and secondary schooling experiences was a contributing influence in their success. Their school environments provided guidance, structure, and recognition. The availability of guidance counselors was essential to the success of the students in making their way to college. Also, teacher recognition and an in-school focus on college preparation activities were key influences for students as they progressed toward college. Distance from home and cost of attendance were overarching considerations in a student's search for a particular college. The availability of a state grant led many students to consider only in-state colleges and universities. Many students considered going away to college as a natural part of the college experience. In the end, distance from home was a more important factor for Latina students and was generally more of an influence for female students than male students. Campus visits were limited to those colleges that provided visit opportunities, typically at no cost to the student. Selection of a particular college was almost universally determined by where students received the best financial aid package. Families seldom spoke of how they would pay for college until a decision had to be made about a particular school. Students expected to take a lead role in paying for college. Students felt ongoing confusion about how they would pay for college and expressed a lack of understanding about how much they and their parents were borrowing to attend college. Students ultimately were responsible for translating their parents' expectation into an aspiration to attend college. Their individual initiative and focus allowed them to progress through high school and prepare themselves for college. A sense of self-advocacy and personal motivation were important qualities that helped students get the necessary assistance they needed to achieve their destination: college.
Book Synopsis Achieving College Dreams by : Rhona S. Weinstein
Download or read book Achieving College Dreams written by Rhona S. Weinstein and published by Oxford University Press. This book was released on 2016 with total page 441 pages. Available in PDF, EPUB and Kindle. Book excerpt: Achieving College Dreams: How a University-Charter District Partnership Created an Early College High School tells the fascinating story of a long-standing partnership between a university and charter district to create an early-college high school for first-generation college youth. Reflecting community-engaged scholarship and diverse voices, this book uniquely extends the knowledge base about how to better prepare low-income students of color for college eligibility and academic success.
Book Synopsis Examining College Readiness and a College-going School Culture for First-generation Black and Latinx Students by : Renee F. Peart
Download or read book Examining College Readiness and a College-going School Culture for First-generation Black and Latinx Students written by Renee F. Peart and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The gap in college preparedness for Black and Latinx students constitutes a persistent social justice issue for the United States. Multiple barriers hinder Black and Latinx students from achieving high school graduation rates at the same level as their White or Asian peers. The issue of college readiness is even more significant for first-generation Black and Latinx students (FGCS) who may not have adequate family support, access to resources, or social capital to help them apply to, enroll in, and graduate from a four-year college or university. Furthermore, college readiness is the foundation of preparedness that enables career and life choices. High school principals are one of the keys to creating college-going cultures and supporting college readiness, yet they often do not understand the pervasive influence of these barriers. These barriers may even intensify due to a principal's lack of knowledge about how to create and enhance a robust college-going school culture using the emerging research literature that identifies key college readiness components, strategies, and tools. In spite of the crucial foundation that college readiness provides as a gateway to multiple adulthood options, few studies specifically examine how high school principals create a college- going school culture for Black and Latinx FGCS, or how they implement specific strategies to support these students. Thus, the purpose of this qualitative phenomenological research study was to explore how high school principals in the Northeastern region of the United States created a college-going culture that prepares first-generation Black and Latinx students for academic success and on-time graduation at a four-year college or university. This study centered in Conley's (2010, 2012) College Readiness Framework, defining college readiness as the preparation a student needs to enroll and succeed without remediation. Thirteen high school principals in the Northeastern region of the United States were interviewed in early 2022 using a structured interview protocol. These principals had at least one year of service in the principalship and lead schools with populations that include Black and Latinx students. Through textual analysis of the interview data, several conclusions were revealed. One notable conclusion is that there is a need to identify early Black and Latinx first-generation college for early support and intervention. Another notable conclusion is all participants had a unanimous lack of familiarity with Conley's College Readiness Framework. The third conclusion is that in creating a college going culture for first generation Black and Latinx students, high school principals must ensure each student have multiple opportunities including taking Advanced Placement courses and visiting college campuses. Lastly, this study revealed that in creating a college going culture for first generation Black and Latinx students, high school principals should intentionally create a culturally responsive environment that includes getting to know their students' academic needs as well as cultural backgrounds.
Book Synopsis Studying Latinx/a/o Students in Higher Education by : Nichole M. Garcia
Download or read book Studying Latinx/a/o Students in Higher Education written by Nichole M. Garcia and published by Routledge. This book was released on 2021-05-09 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume examines the diverse Latinx/a/o student populations in higher education. Offering innovative approaches to understand the asset-based contributions of Latinx/a/o students and the communities they come from, this book showcases scholars from various disciplines, including, psychology, sociology, higher education, history, gender studies, and beyond. Chapter authors argue that various forms of knowledge and culturally relevant methodologies can help advance and promote the success and navigation of Latinx/a/o students. The contributors of this book challenge the deficit framing often found in higher education, and expand conceptualizations, theories, and methodologies used in the study of Latinx/a/o student populations to incorporate AfroLatinx/a/o perspectives, center Central American students in research, and bring Undocumented Critical Theory into the conversation. This important work provides a guide for higher education and student affairs scholars and practitioners, helping create knowledge to better understand Latinx/a/o student populations in higher education.
Book Synopsis EVALUATING THE LIVED EXPERIENCES OF UNDOCUMENTED EARLY COLLEGE STUDENTS TO DETERMINE WAYS TO IMPROVE ACCESS TO HIGHER EDUCATION AND CAREER OPPORTUNITIES by : Rodney L McNeill
Download or read book EVALUATING THE LIVED EXPERIENCES OF UNDOCUMENTED EARLY COLLEGE STUDENTS TO DETERMINE WAYS TO IMPROVE ACCESS TO HIGHER EDUCATION AND CAREER OPPORTUNITIES written by Rodney L McNeill and published by . This book was released on 2021 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationally, undocumented Latinx students face challenges in k-12 education leading to lower graduation rates. This marginalized group of students in rural Greene County, North Carolina has been defying the odds academically, with a district-wide graduation rate routinely above 90%. Greene County schools has a student population of just under 3,000 students with a third of these students identifying as Latinx. Many of these students are the first in their families to attend school in the United States and have acquired English as their second language. Greene County has one traditional high school and an early college high school. The work featured in this study focused on undocumented Latinx students attending Greene Early College High School (GEC). In this qualitative study, the researcher worked with undocumented early college high school students in an effort to increase their access to college and careers. This study includes an in-depth literature review to document the plight of undocumented students in the United States. Also included in this work is a case study that involves interviews with seven undocumented students affiliated with GEC. Information gleaned from the literature review, along with case study analysis, and observation data assisted the researcher in reshaping the advising of undocumented students at GEC. This information was also utilized to develop and deliver professional development to the staff of the school, and the creation of a tool to be used for the advocacy for undocumented students, all with the goal of increasing access to higher education and careers. Final assertions are presented, as well as next steps for researchers looking to continue this work.
Book Synopsis The Charter School to Community College Pipeline by : Stephanie D. Nuñez
Download or read book The Charter School to Community College Pipeline written by Stephanie D. Nuñez and published by . This book was released on 2014 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: College access in traditional comprehensive high schools has been extensively researched, yet there is a paucity of research that examines the charter high school college-going culture environment (Farmer-Hinton & McCullough, 2008; McDonough, 2004; Oakes, 2003; Zimmer & Buddin, 2007). With the dramatic increase in charter education on a national level, it is imperative to explore how charter school administration, staff, and teachers view college access, especially with the rise of African American and Latina/os enrollment within this sector (Cohen & Brawer, 2003; Kurlaeander, 2006; National Center for Educational Statistics, 2012). In addition, the scholarship on college access should be expanded to include how students and staff view community colleges as part of their college choice process. The purpose of this qualitative ethnographic case study is to examine how charter school personnel define college access for African American and Latina/o students, specifically regarding community colleges. The study attempts to answer the following research questions through a critical race framework: 1) How is college access defined in a charter school context?; 2) How do charter school personnel perceive community colleges?; and 3) What are the post-secondary aspirations for graduating African American and Latina/o charter school students? How do charter school personnel influence these aspirations? One-on-one interviews were conducted at a charter high school in southern California that has a high college-going rate for its graduating students. Specifically, I interviewed the principal, vice principal, a counselor, a teacher, and 8 senior African American and Latina/o students who were going through the college application process. In addition, I observed a guidance class session for students who were academically prepared to apply to a four-year university. I found that the college-going culture at the charter school was evident and that a "college for certain" motto was clear to all students. Students who participated in the study attributed much of their success to the relationships built with the charter school staff and the personnel had high expectations of their students regarding college after graduation. While attending college was the ultimate goal that the staff had for their students, attending a community college was sometimes seen as a stigma and only appropriate for those students who were academically under prepared. Staff members believed that the students overall were not socially ready to step out of the comfort zone of their community and enter diverse college campus environments. CRT theorists argue that colorblindness lowers the realness of the struggle that students of color go through. I found that African American and Latina/o students at CCHS were undergoing challenges that affected their ability to receive equal college access. On a national scale African American and Latina/o students continue to be pushed out of high school and college at higher rates than their white peers (National Center for Educational Statistics, 2012, Yosso & Solorzano, 2006). This study found that although charter schools boast a strong college-going culture, community colleges are still positioned as a deficit choice amongst students and staff. The relationship between charter high schools and community colleges needs to be further explored at various levels as both sectors serve such large populations of students of color.
Book Synopsis Race, Class, and Choice in Latino/a Higher Education by : Sarah M Ovink
Download or read book Race, Class, and Choice in Latino/a Higher Education written by Sarah M Ovink and published by Springer. This book was released on 2016-11-12 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an in-depth study which examines the lives of fifty ambitious Latino/a high school seniors in the San Francisco East Bay Area, following their entrance into college and career pathways over several years. This book examines the social forces that contributed to near-universal college attendance among these mostly low-income Latinos/as, all of whom attended fairly typical public schools. In an era of increased economic insecurity, decreased funding for schools, and rising college tuition, this book provides a balanced look at the individual choices and systemic constraints influencing today’s “college-for-all” orientation, while pointing the way toward possibilities for making college pathways smoother for all.
Book Synopsis Latino Access to Higher Education by : Martin Guevara Urbina
Download or read book Latino Access to Higher Education written by Martin Guevara Urbina and published by Charles C Thomas Publisher. This book was released on 2015-10-01 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis At the Intersection by : Robert Longwell-Grice
Download or read book At the Intersection written by Robert Longwell-Grice and published by Taylor & Francis. This book was released on 2023-07-03 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersections will be of value to the reader throughout their professional career.The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic.Part One: Who is a First-generation College Student? provides the reader an entrée into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students’ identities.Part Two: The Intersection of Identity shares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practices is an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.
