Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Learning Experiences Of Lgbq Latina Chicana And Puerto Rican Faculty Members In Higher Education Institutions In The United States And Puerto Rico
Download Learning Experiences Of Lgbq Latina Chicana And Puerto Rican Faculty Members In Higher Education Institutions In The United States And Puerto Rico full books in PDF, epub, and Kindle. Read online Learning Experiences Of Lgbq Latina Chicana And Puerto Rican Faculty Members In Higher Education Institutions In The United States And Puerto Rico ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Learning Experiences of LGBQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico by : Annette Hestres Garcia
Download or read book Learning Experiences of LGBQ Latina, Chicana, and Puerto Rican Faculty Members in Higher Education Institutions in the United States and Puerto Rico written by Annette Hestres Garcia and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This narrative study explored how a select a group of Latina, Chicana, and Puerto Rican faculty members identifying as lesbian, gay, bisexual and / or queer (LGBQ) in higher education institutions in the United States and Puerto Rico learned to succeed as university faculty members as they learned their institutional culture. The theoretical framework included intersectionality and experiential learning from lived experiences. Narrative analysis (Reissman, 2008), thematic analysis (Braun and Clarke, 2006) and cultural comparison (Postlethwaite, 1988) guided the data analysis. In this study, I present negotiations of space and the implications of the universality of binarism within the academic institutional context for LGBQ Latina, Chicana, and Puerto Rican faculty members.The findings indicate an overlapping of themes between two cultures: United States and Puerto Rico. Similar themes between the two cultures were: memory, turning-point, ally, emotional intelligence, and learning. However, distinctions appeared these themes were culturally performed. First, memories expressed by the U.S. participants highlighted experiences of class, tokenism, family culture, value of education, and socio-culture/ethnicity, while memory for participants in Puerto Rico dealt with silence, invisibility, and normative social pressures. Second, turning points for participants in the U.S. meant realizing they could become professors, whereas for participants in Puerto Rico, turning points were related to visibility. Third, common themes between cultures were being allies and using emotional intelligence to negotiate space as faculty members. Fourth, exemplary institutional citizenship distinguished LGBQLatina, Chicana faculty members from non-LGBQ faculty members. Fifth, implications of the universality of binarism and negotiating space were evidenced in the lived experience of LGBQ Latina and Chicana faculty members. This research contributes to the field of womens studies, adult education and comparative and international education as groundwork for future studies focused on queer Latinas, Chicanas, and Puerto Rican who learned success in their field despite the conditions, actions and perceptions experienced by a selected group of participants amidst a specific culture. Queer Latinas, Chicanas and Puerto Ricans are the subject of the research. More research highlighting their learning as much as their accomplishments are needed to expand the research literature.
Book Synopsis Diverse Experiences of Latinas in Higher Education by : Rocío D. Hernández
Download or read book Diverse Experiences of Latinas in Higher Education written by Rocío D. Hernández and published by Taylor & Francis. This book was released on 2023-09-01 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: By sharing the collective experiences of Latinas in Higher Education, this book provides a diverse range of empowering testimonios from Chingonas living on their own terms, who are defining professionalism for themselves. Chingona means "badass" and is a term that has been reappropriated by Latinas as an expression of empowerment both inside and outside of education. This anthology is a collection of twelve voices, representative of the experiences of empowered Chingonas across various roles in higher education who identify as Latinas. This volume shares the knowledge of Chingona Latina women, including their thoughts around authenticity, identity, and the disruption of dominant cultural experiences within the institution. It also seeks to help other Latinas realize that they are not alone in their experiences with higher education. This book includes questions for reflection and writing prompts, allowing readers to consider their own lived experiences and envision change. This collection will be important reading for undergraduate and postgraduate students in education-related programs, including Higher Education Studies and Educational Leadership, as well as courses in Ethnic Studies, Chicana/o/x Studies, Latinx/a/o Studies and Women’s Studies. It also offers an invaluable learning opportunity for higher education professionals, leaders, and administrators, especially within student affairs.
Book Synopsis The Tenure-Track Process for Chicana and Latina Faculty by : Patricia A. Perez
Download or read book The Tenure-Track Process for Chicana and Latina Faculty written by Patricia A. Perez and published by Routledge. This book was released on 2019-05-03 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology addresses the role of postsecondary institutional structures and policy in shaping the tenure-track process for Chicana and Latina faculty in higher education. Each chapter offers first-person narratives of survival in the academy employing critical theoretical contributions and qualitative empirical research. Major topics included are the importance of early socialization, intergenerational mentorship, culturally relevant faculty programming, and institutional challenges and support structures. The aim of this volume is to highlight practical and policy implications and interventions for scholars, academics, and institutions to facilitate tenure and promotion for women faculty of color.
Book Synopsis The Latina/o Pathway to the Ph.D. by : Jeanett Castellanos
Download or read book The Latina/o Pathway to the Ph.D. written by Jeanett Castellanos and published by Taylor & Francis. This book was released on 2023-07-03 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Latina/o population constitutes the largest racial and ethnic minority group in the U.S. and is disproportionately under-represented in college and in graduate programs. This is the first book specifically to engage with the absence of Latinas/os in doctoral studies. It proposes educational and administrative strategies to open up the pipeline, and institutional practices to ensure access, support, models and training for Latinas/os aspiring to the Ph.D. The under-education of Latina/o youth begins early. Given that by twelfth grade half will stop out or be pushed out of high school, and only seven percent will complete a college degree, it is not surprising so few enter graduate studies. When Latina/o students do enter higher education, few attend those colleges or universities that are gateways to graduate degrees. Regardless of the type of higher education institution they attend, Latinas/os often encounter social and academic isolation, unaffordable costs, and lack of support.This historic under-representation has created a vicious cycle of limited social and economic mobility. There is a paucity of the Latina/o faculty and leaders whom research shows are essential for changing campus climate and influencing institutions to adapt to the needs of a changing student body. As a result, Latina/o graduate students often have few role models, advocates or mentors, and limited support for their research agendas.By reviewing the pipeline from kindergarten through university, this book provides the needed data and insights to effect change for policy makers, administrators, faculty, and staff; and material for reflection for aspiring Latina/o Ph.D.s on the paths they have taken and the road ahead.The book then addresses the unique experiences and challenges faced by Latina/os in doctoral programs, and offers guidance for students and those responsible for them. Chapters cover issues of gender and generational differences, the role of culture in the graduate school, mentorship, pursuing research, and professional development opportunities for Latina/os.The book closes with the voices of by Latina/o students who are currently pursuing or recently completed their doctoral degree. These narratives describe their cultural and educational journeys, providing insight into their personal and professional experiences. These stories bring alive the graduate experience for anyone interested in successful recruitment, retention, and graduation of Latina/o doctoral students – an inspiration and guidance to those aspiring to the doctorate.
Book Synopsis Pedagogy and the Struggle for Voice by : Catherine Walsh
Download or read book Pedagogy and the Struggle for Voice written by Catherine Walsh and published by Praeger. This book was released on 1991 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: How often are the perspectives of Puerto Rican students recognized, listened to, and taken into account? Not very often, according to this incisive study which deals with the struggles that these students confront in U.S. schools. As active participants in the shifting balances of power, in the dialectic of language, and in the battle over whose knowledge, experience, and voice are recognized and accepted, Puerto Rican students are uniquely aware of the language and power relation. Their efforts at trying to make sense out of and fashion a voice from the multiple and often contradictory realities that comprise their daily existence, however, are misinterpreted or ignored. This book challenges generally accepted perspectives and practices among teachers and calls for new pedagogies that respond to the complex needs of these students. Special focus is placed on the effect that colonial status has had historically on the political, socioeconomic, and psychological reality of the Puerto Rican people. Through the voices of Puerto Rican children and those of Puerto Rican and other Latino adolescents, the book explores how the past and present intersect in people's lives, inform pedagogy, and shape the conditions and struggles through which students come to know.
Book Synopsis The Hispanic Faculty Experience by : Benjamin D. Espinoza
Download or read book The Hispanic Faculty Experience written by Benjamin D. Espinoza and published by ACU Press. This book was released on 2023-10-10 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hispanics are not a current trend. They have been here for centuries and embody an integral part of the United States and higher education. Every racial term—including Hispanic, Latino/a, and more recently Latinx and Latine—is imperfect and problematic. There is no consensus about what works best. Despite this reality, the lives and stories of non-White faculty are essential to the future of Christian higher education. Each author shares their account of working in a predominately White Christian institution. Filled with triumphs, struggles, and penetrating insights, the chapters explain what it is like to experience the shifting demographics of today’s universities, which are bringing increasing numbers of Hispanic students even as the overall number of Hispanic colleagues remains exceedingly small. This book will be especially useful for leaders who may be unaware of how difficult it is to navigate the challenges of Christian higher education as Hispanic faculty.
Book Synopsis The Leaning Ivory Tower by : Raymond V. Padilla
Download or read book The Leaning Ivory Tower written by Raymond V. Padilla and published by SUNY Press. This book was released on 1995-07-01 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Here are several narratives by Latino Professors in American universities addressing issues of racism, marginalization, and self-valuation as the narrators tell their stories of survival and success.
Book Synopsis The Majority in the Minority by : Lee Jones
Download or read book The Majority in the Minority written by Lee Jones and published by Taylor & Francis. This book was released on 2023-07-03 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: "As a volume destined to be employed by researchers, practitioners and policy makers, "The Majority in the Minority" appears at the right time in our nation’s demographic history. It connects us to the triumphs an tragedies of our Latino collective pasts and leads us to a more hopeful scenario for the future." -- from the Foreword by Laura RendónLatinas/os are the largest ethnic minority group in the U.S. They are propelling minority communities to majority status in states as disparate as California, Florida, New Jersey, New York and Texas.Their growth in the population at large is not reflected in higher education. In fact Latinos are the least represented population in our colleges and universities, whether as administrators, faculty or students; and as students have one of the highest levels of attrition.Opening access to Latinas/os, assuring their persistence as students in higher education, and their increased presence in college faculty and governance, is of paramount importance if they are to make essential economic gains and fully to participate in and contribute to American society.In this ground-breaking book, twenty-four Latina/o scholars provide an historical background; review issues of student access and achievement, and lessons learned; and present the problems of status and barriers faced by administrators and faculty. The book also includes narratives by graduate students, administrators and faculty that complement the essays and vividly bring these issues to life.This is a book that should be read by policy makers, college administrators, student affairs personnel and faculty concerned about shaping the future of higher education--and constitutes an invaluable resource for all leaders of the Latino community.
Book Synopsis Latino Experiences in Graduate Education by : Robert A. Ibarra
Download or read book Latino Experiences in Graduate Education written by Robert A. Ibarra and published by . This book was released on 1996 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Narrative Study of Perspectives of Puerto Rican Doctoral Graduates by : Doreen Rivera Rapp
Download or read book A Narrative Study of Perspectives of Puerto Rican Doctoral Graduates written by Doreen Rivera Rapp and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: A review of the literature indicates that Latinos lag behind Whites and Blacks in college degree attainment. This educational disparity is of concern because Latinos are currently the largest minority group in the United States, and the Latino population is expected to increase exponentially in the future. College degree attainment for Latinos is imperative because statistics show an undeniable relationship between degree attainment and income level. In order to ensure the economic wellbeing of Latinos, it is important that Latinos persist through college degree programs. This is especially true for Puerto Ricans because they are the second largest Latino subgroup. The majority of college persistence and departure literature applies to students in general and some of the studies focus on Latino College students. However, fewer studies explore the perspectives of Latinos with the process of graduate or doctoral degree attainment. This is especially true of Latinos of specific ethnic backgrounds such as Cuban, Mexican, or Puerto Rican. I conducted this study in order to address this gap in the literature. This study described and explained the perspectives of a purposive sample of Puerto Rican doctoral graduates on their education by exploring those social and cultural factors that influenced their perceptions, and served as educational facilitators or barriers to their doctoral attainment. The questions that guided the study were: 1. What are the components of their perspectives? and; 2. What social-cultural variables influenced their perspectives? In order to answer the research questions, I interviewed eight Puerto Ricans with doctorates who were affiliated with the GOTHAM educational system in the state of New York. In order to collect the data, I went to New York in February and March 2010 and conducted face to face interviews with the participants, which were recorded. After I recorded the interviews, I transcribed the data, which I analyzed using a software program called Atlas.ti. I analyzed the data by coding the excerpts, which I identified as the subthemes or variables of this study. The subthemes were coalesced into major themes, which were validated by peer review, several iterations of member check, and data triangulation. After coming to a consensus at all levels of validation, I determined that the emergent themes were in fact evidence of the components of the perceptions of the participants' experiences with doctoral attainment. Those components are Personal Factors, Social Role Factors, Cultural Factors, and Social Factors. Based on the analysis of the data, the most profound influence to the perception of the participants' lived doctoral experiences was that of the interaction of being a doctoral student, or Adult Learner, with at least one other social role. The most commonly reported negative interaction was being an Adult Learner and a Worker at the same time. Having a lack of Finances, No Latino Role Models, experiencing Negative Events by Ethnicity, and struggling with Self-Efficacy served as barriers to most of the participants. Having Peer Networks and Faculty Support served as facilitators to most of the participants. In order to add to the usefulness of this study, I asked the participants for their advice to future or current doctoral students, and for suggestions to faculty and administrators of higher education. I included their responses as part of this study.
Book Synopsis Abriendo Puertas, Cerrando Heridas (Opening doors, closing wounds) by : Frank Hernandez
Download or read book Abriendo Puertas, Cerrando Heridas (Opening doors, closing wounds) written by Frank Hernandez and published by IAP. This book was released on 2015-04-01 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds): Latinas/os Finding Work-Life Balance in Academia is the newest book in the series on balancing work and life in the academy from Information Age Publishing. This volume focuses on the experiences of Latina/o students, professors, and staff/administrators in higher education and documents their testimonios of achieving a sense of balance between their personal and professional lives. In the face of many challenges they are scattered across the country, are often working in isolation of each other and must find ways to develop their own networks, support structures, and spaces where they can share their wisdom, strategize, and forge alliances to ensure collective The book focuses on Latinas/os in colleges of education, since many of them carry the important mission to prepare new teachers, and research new pedagogies that have the power of improving and transforming education. Following the format of the work-life balance book series, this volume contains autoethnographical testimonios in its methodological approach. This volume addresses three very important guiding questions (1) What are the existing structures that isolate/discriminate against Latinas/os in higher education? (2) How can Latinas/os disrupt these to achieve work-life balance? And, (3) Based on their experiences, what are the transformative ideologies regarding Latinas/os seeking work-life balance?
Book Synopsis Latinos in Higher Education: Creating Conditions for Student Success by : Anne-Marie Nuñez
Download or read book Latinos in Higher Education: Creating Conditions for Student Success written by Anne-Marie Nuñez and published by John Wiley & Sons. This book was released on 2013-04-23 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latinos’ postsecondary educational attainment has not kept pace with their growing representation in the U.S. population. How can Latino educational attainment be advanced? This monograph presents relevant contemporary research, focusing on the role of institutional contexts. Drawing particularly on research grounded in Latino students’ perspectives, it identifies key challenges Latino students face and discuss various approaches to address these challenges. Because so many Latino students are enrolled in federally designated Hispanic-Serving Institutions (HSIs), it also specifically explores HSIs’ role in promoting Latinos’ higher education access and equity. As a conclusion, it offers recommendations for institutional, state, and federal policies that can foster supportive contexts. This is Volume 39 Issue 1 of the Jossey-Bass publication ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Book Synopsis A Critical Lens of Experiential Learning in Puerto Rico by : Robin Marion
Download or read book A Critical Lens of Experiential Learning in Puerto Rico written by Robin Marion and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher education research has shown that ethnically, linguistically, and economically diverse students have been historically under-served in U.S. public schools (Bennett, 2013; Gay, 2010). Scholars attribute the under-serving of diverse students to a deficit perspective that exists in many schools across the United States, both in classrooms and within school administration. This deficit perspective devalues the cultural and linguistic resources many students possess (Sleeter, 2011; Delpit, 2006). Teacher education research has consistently claimed culturally responsive and sustaining pedagogical practices are critical to preparing pre-service teachers (PSTs) to teach all students. Culturally responsive pedagogy recognizes the significance of students' cultural, linguistic, ethnic, and racial identities as resources to support academic learning (Ladson-Billings, 1995; 2014; Bennett, 2013; Paris, 2012; Gay, 2010). When culturally responsive pedagogy is woven throughout coursework, it can guide and support pre- service teachers' best practices through praxis (connecting theory to practice) within fieldwork experiences (Ladson-Billings, 1995; Bennett, 2013; Gay, 2010; Sleeter, 2011). The purpose of this case study is to explore how a cultural and language immersion critical service learning (CSL) travel study course to Puerto Rico might open spaces for viii pre-service teachers to address preconceived attitudes, beliefs, and biases of others who are different from themselves in respect to culture, race, ethnicity, language, and socioeconomics. Critical service learning is a pedagogy within civic engagement work that uses a social justice framework focused on the disruption and redistribution of power systems for social change (Mitchell, 2008). The intersection of experiential learning, cultural and language immersion, and critical service learning allows participants to engage with individuals from a culture divergent from their own sociocultural worlds (Tomlinson- Clarke and Clarke, 2010). When these culturally responsive pedagogical practices align, "Cultural immersion engages individuals in meaningful, direct cross-cultural interactions, thereby increasing the likelihood of developing cultural understanding and empathy" (Tomlinson-Clarke and Clarke, 2010, p.167). This case study examines how participants in an experiential learning travel study course make sense of their individual and collective experiences. Experiential Learning Theory (ELT) is, "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p. 41). During the travel study course participants engaged with Puerto Rican culture, history, ethnicity, language, and race through guided coursework, excursions, critical service learning, and Spanish language immersion. Through the lens of culturally responsive, sustaining pedagogy and language ideologies, this study explores how individuals think about others who differ racially, ethnically, socioeconomically, and linguistically from themselves. The study further examines how ix implicit and explicit language and race ideologies impact PSTs' asset and deficit perspectives of others. The research questions delve into how participants synthesize their new understandings along with their preconceived attitudes, beliefs, and biases through the lens of being Spanish language learners, learning about the culture and history of Puerto Rico, and critically reflecting on their own and others' sociocultural and linguistic identities. The study explores how a cultural and language immersion, critical service learning designed course contributes to participants engaging in critically reflective practices. The study analyzes data collected through nightly course seminars, final reflection papers, semi-structured interviews, focus group conversations, and course- related artifacts. Findings from the case study affirm that the language and cultural immersion components of the course supported shifts for students as they experienced what it was like to be a Spanish language learner, to walk in the shoes of English language learners, and begin to understand what it feels like to be immersed in a new language and culture. Findings also communicated how experiencing a place, people, and culture, and having authentic human exchanges in real time, can plant the seeds for participants to critically examine their preconceived attitudes, beliefs, and biases. Findings showed participants were able to identify what culturally responsive pedagogy looks like through the caring and empathy they observed by the Puerto Rican teacher hosts at the Spanish Language School (SLS) and the School Rehabilitation Center (SRC) sites. Finally, the study finds that four specific elements were critical to the success of the travel study course. The first two elements were the culturally responsive designed x coursework and guided instruction, and the fact that one of the instructors was a Puerto Rican cultural insider. The third element was the continual reflexivity by and between the co-instructors. The instructors' reflexivity included observing what was going well and noticing what was problematic in relation to SRC partners and the undergraduate course participants. As a result of the reflexive practice, the co-instructors made shifts within the experiential components of the course, pedagogical changes within the coursework and seminars during the course, and further changes within long-term planning to ensure shifts would be implemented for future travel study coursework. The fourth element was the presence of Haniah and Maria, two participants of color, and their willingness to share personal and difficult stories that serve as a testimony to the criticality of developing diverse teacher preparation cohorts. This case study is significant as it points to the implications and potential benefits of civic engagement and service learning through experiential learning with the unique connection between classroom pedagogy, cultural and language immersion, critical service learning, and praxis in the field.
Book Synopsis Keywords for Latina/o Studies by : Deborah R. Vargas
Download or read book Keywords for Latina/o Studies written by Deborah R. Vargas and published by NYU Press. This book was released on 2017-12-01 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt: 2018 Outstanding Academic Title, given by CHOICE Magazine Introduces key terms, concepts, debates, and histories for Latinx Studies Keywords for Latina/o Studies is a generative text that enhances the ongoing dialogue within a rapidly growing and changing field. The keywords included in this collection represent established and emergent terms, categories, and concepts that undergird Latina/o studies; they delineate the shifting contours of a field best thought of as an intellectual imaginary and experiential project of social and cultural identities within the US academy. Bringing together 63 essays, from humanists, historians, anthropologists, sociologists, among others, each focused on a single term, the volume reveals the broad range of the field while also illuminating the tensions and contestations surrounding issues of language, politics, and histories of colonization, specific to this area of study. From “borderlands” to “migration,” from “citizenship” to “mestizaje,” this accessible volume will be informative for those who are new to Latina/o studies, providing them with a mapping of the current debates and a trajectory of the development of the field, as well as being a valuable resource for scholars to expand their knowledge and critical engagement with the dynamic transformations in the field.
Book Synopsis Educated Entremundos by : Sandra Quiñones
Download or read book Educated Entremundos written by Sandra Quiñones and published by . This book was released on 2012 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: "To bridge home-school-community interactions for Latinos in U.S. schools, more research needs to examine the role of concepts with familial and cultural meaning for Latina/o teachers. The purpose of this qualitative study was to examine how Puerto Rican teachers in an urban elementary school conceptualize and enact notions of ser bien educado and what it means to be well educated. I utilized a blended life history and narrative inquiry design guided by Chicana/Latina feminist theory grounded in a critical bicultural framework to gain a deeper understanding of the life histories and outlook of Puerto Rican teachers, and how teachers connect views in this area to teaching and learning in and outside of schools. The research design was inspired and informed by the metaphorical and theoretical concept of trenzas (braids) which allowed me to explore how personal, professional and community knowledge shape teachers' perspectives and experiences. Through a series of in-depth interviews and focus groups with participant reflections, I studied the lives of six teachers who told me stories about their upbringing, family values, schooling, and professional-occupational experiences. I crafted narrative profiles of each participant using findings from the data analysis of multiple data sources. This study provides insights about the complex positioning of Puerto Rican teachers around three themes 1) (re)affirming bilingual-bicultural experiences and perspectives; 2) cultivating respectful resistance: challenging deference to authority; and 3) negotiating entangled contradictions around being bien educada/o and well educated amidst multiple roles and changing contexts. This dissertation study provides a rich and nuanced understanding of how perspectives of being well educated are formed and how cultural values are conceptualized and lived by Puerto Rican teachers in Western New York. A greater understanding of how teachers negotiate being well educated is important for considering tensions with conflicting values and worldviews around a cultural construct that shapes role expectations, views of education, and social interactions. It is also important to discern how teachers' perspectives and experiences related to interactions with institutions of schooling that operate on different notions around these constructs, particularly in the context of subtractive bilingual education, high stakes testing and accountability educational policies"--Page vii-viii.
Book Synopsis Latina/o College Student Leadership by : Adele Lozano
Download or read book Latina/o College Student Leadership written by Adele Lozano and published by Lexington Books. This book was released on 2015-12-03 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Pedagogy and the Struggle for Voice by : Catherine E. Walsh
Download or read book Pedagogy and the Struggle for Voice written by Catherine E. Walsh and published by OISE Press. This book was released on 1991-01 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: How often are the perspectives of Puerto Rican students recognized, listened to, and taken into pedagogical account? Not very often, according to this incisive study which deals with the struggles that these students confront in U.S. schools. As active participants in the shifting balances of power, in the dialectic of language, and in the battle over whose knowledge, experience, and voice are recognized and accepted, minority students are uniquely aware of the language and power relation. Puerto Rican students try to make sense out of and fashion a voice from the multiple and often contradictory realities that comprise their daily existence. This book challenges generally accepted perspectives and practices among teachers and calls for new pedagogies that respond to the complex needs of these students. Special focus is placed on the effect that colonial status has had historically on the political, socioeconomic, and psychological reality of the Puerto Rican people. Through the voices of Puerto Rican children, the book explores how the past and present intersect in people's lives, inform pedagogy, and shape the conditions under which and the struggles through which students come to know.
