Matching Items (3)
Description
This action research study (a) explored how institutionally labeled “at-risk” Latina/o students described their experiences in an opportunity to learn environment within an academic intervention program, (b) examined how these students experienced caring relationships with their teachers in an opportunity to learn environment when compared to their other core academic classes, and (c) investigated how school leaders created conditions to further support these students’ academic success on a larger scale. This action research study utilized a sequential phenomenological qualitative approach. Critical Race Theory, Critical Pedagogy, and Care theory served as the theoretical frameworks for this study. The blending of these theories worked to push Latina/o students’ narrative reflections to emerge as constitutive and instructive voices speaking back against the inequalities in the educational setting, and offered counterstories about the caring dynamics of Latina/o students in the classroom. Participants included high school students identified as “at-risk” and in an academic intervention class
ContributorsVillena, Breanna (Author) / Liou, Daniel (Thesis advisor) / Tefera, Adai (Committee member) / Vasquez-Robles, Veronica (Committee member) / Arizona State University (Publisher)
Created2016
Description
Established in 1983 by the College Board, the National Hispanic Recognition Program annually recognizes approximately 3,300 Hispanic students who scored the highest on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). These top-performing high school students are recruited by U.S. universities as National Hispanic Scholars with the offer of scholarships. Few studies have been conducted in the past 20 years about National Hispanic Scholars; and none have investigated the role of the scholars' parents in their children's academic success. The purpose of this study was to address the gap in the literature by providing a comprehensive view of the scholar-parent relationship across low-income and high-income categories. The focus was on exploring differences and similarities, according to income, between the scholar-parent relationships and the scholars' negotiation of scholarship achievement and their first-year university experience. The research question was "What are the experiences of low-income and high-income National Hispanic Scholars and the experiences of their parents from the students' childhood academic achievement through their early collegiate maturation?" Topical life history was the research methodology utilized to explore the students' academic progression. Eighteen interviews were conducted, including nine student-parent pairs. The students were asked to include the parent they felt was most influential in their decision to go to college; all students chose their mother. Interviews were conducted utilizing an interview protocol; however, participants were given opportunities to fully explain their responses. Drawing from the recorded and transcribed interviews, the researcher developed narratives for each scholar and analyzed data according to existing literature. Five thematic data categories--academic progression, racial identity, scholarship award, early collegiate maturation process, and matriarchal/ child relationship progression--were further analyzed between and across income groups. The study's major finding was that parents intentionally placed the scholars in schools or facilitated strategic circumstances that would ensure their children's academic success. Parental navigation of their children's academic activities--termed "positioning"--was present in the scholars' lives from their earliest years, and findings indicate the activity contributed to the students' becoming recipients of the National Hispanic Scholars award.
ContributorsUlibarrí-Nasio, Crystal S (Author) / Turner, Caroline S.V. (Thesis advisor) / Cuadraz, Gloria (Committee member) / Calleroz-White, Mistalene (Committee member) / Arizona State University (Publisher)
Created2010
Description
There are many educational issues connected to the exponential growth of the Latina/o population in the U.S. One such issue is Latina/os’ educational outcomes in the area of literacy. Despite the increased attention to subpopulations of students (e.g., English language learners, students with disabilities) there is little attention given to students that do not fit neatly into one subcategory, which positions Latina/o language minorities (LMs) with learning disabilities (LDs) in a liminal space where their educational services are fragmented into either being a student with LD or a LM student. Unfortunately, labels that are meant to afford students resources often result in fragmenting students’ educational experiences. This becomes evident when attempting to locate research on students who have ethnic, linguistic, and ability differences. Rarely are their educational needs as Latina/o LMs with LD met fluidly. Understanding the intersections of ethnicity, language, and ability differences in situated literacy practice is imperative to creating the deep, nuanced understanding of how Latina/o LMs with LD might become proficient in the use of critical twenty-first century tools such as new literacies. In this study I used cultural historical activity theory in combination with New Literacy Studies (Cope & Kalantzis, 2009; Gee, 1996) and intersectionality (McCall, 2014) to examine how Latina/o LMs with LD’s participated in literacies across in- and out-of-school contexts with the following research questions: In what ways does participation in literacy change for Latina/o LMs with LD as they move between in- and out-of-school? What situated identities do LMs with LD enact and resist while participating in literacy across in- and out-of-school contexts?
ContributorsGonzalez, Taucia (Author) / Artiles, Alfredo J. (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Hudelson, Sarah (Committee member) / Arizona State University (Publisher)
Created2015