The purpose of Latinas Pathways to STEM: Exploring Contextual Mitigating Factors is to present transnational case studies of Latinas and Mexicanas pursuing a STEM degree/career from the states of Georgia, New York, Texas, as well as México. In this book, the authors underscore that the experiences of the participants highlighted in this book provide insights into how to support successful Latinas/Mexicanas in STEM career pipelines and pathways. In doing so, the authors address the need for a set of approaches to STEM education policy that acknowledges that institutionalized pipelines often create replication by funding intervention programs that attempt to sterilize context by identifying variables and ignoring the associated contextual mitigating factors (CMFs). Researchers and funders of STEM intervention efforts can learn from the analysis of these case studies that successful Latinas/Mexicanas developed tactical understanding, which reinforced their identity and resisted how they were positioned by negative CMFs, reaffirming their aspirations and successes in STEM. Education graduate students, research methodologists, policy makers, and practitioners will find CMF analysis as an additional useful methodological conceptual tool to interrogate how sociocultural factors position designated underrepresented people in STEM pipelines and pathways. Education policies that advocate for the existence and maintenance of pipelines that increase underrepresented Latinas/Mexicanas in STEM are important but are often crafted with blind spots that leave out how context mitigates policy especially at the individual level.
Browse by title
At a time when populist movements have gained ground across the globe and migrants have taken center stage as unwanted pariahs in the eyes of many this book dares to tackle a culturally relevant threat, much talked about but seldom systematically uncovered or analyzed: the socio-cultural domination that permeates the minds of many Black students in the United Kingdom as they negotiate between what they learn as history at school and their lived experiences and expectations. Kay Traille shed light on this visible invisible specter and uncovers the rich tapestry of forgotten ordinary histories that should make societies richer and better. Using the words of students, teachers, government reports and fictional narratives this book challenges the audience to place themselves into this historical stream of culture to better understand and teach black students. Through the means of critical race theory, social constructivism and aspects of social constructionism, a narrative approach and personal experiences the author excavates points of personal connection through the gateway of stories to enter worlds and make meaning. Traille points out the study of history is socially constructed and not impartial academic information and most history teachers in the United Kingdom are White, female and middleclass and increasingly the students they teach are not, undoubtedly making for cultural dissonance between students and teachers. Furthermore, students and teachers knowing and unwittingly grapple with silent vivid racist experiences in and outside of the classroom that bleed into history lessons. The way students are socialized and taught may impact on their ability to function with alternative narratives or participate as active and engaged contributors to democratic life. This book invites the audience to uncover and acknowledge cultural biases, oppressive power relationships and dominating epistemologies to emerge better equipped to plan for and teach these students, allowing them to know they are valued and an integral part of British society.
Donna J. Menke
For most college athletes, the end of their athletic career comes when their college eligibility runs out. While some college athletes will move seamlessly from being a college athlete to a career professional, many others struggle to adjust to life without sports. This book fills a gap in the sport retirement literature and adds to our understanding of what it means to leave sport. Steeped in scholarly literature and narrative inquiry research, the book reveals the complexity of a strong athletic identity developed over years of sport participation. Through narratives of former college athletes readers gain a deeper understanding of the emotions and challenges caused by leaving sports participation behind. The final chapters of the book provide strategies to improve the transition out of sport for college athletes. This book is useful for graduate programs that prepare academic advisors to work with college athletes or sports management programs with a course on intercollegiate athletic environments. The book is also useful reading for counselors, academic advisors, coaches, and parents of athletes at all levels of sport participation.
Essays in Honour of Roger Dale
Edited by Xavier Bonal, Eve Coxon, Mario Novelli and Antoni Verger
This book pays tribute to an intellectual giant. The twenty-one succinct chapters comprising the volume, and the variety of scholars who have authored them, are indicative of his intellectual, geographical and intergenerational reach. These chapters reflect the towering influence of Roger Dale’s work in fields such as the Sociology of Education, Globalization and Education Policy Studies, and Comparative and International Education. While engaging critically with Roger’s intellectual ideas – and without exception the authors demonstrate the significance of these to their own theoretical and research endeavors - they also include personal reflections on his role as mentor, role model, networker, and friend. Together the chapters are testimony to the richness, quality and diversity of Roger Dale’s work and the extent to which it has inspired several generations of scholars from very different world locations. In a final chapter, Roger Dale himself responds from his usual humble position to all contributors and reviews the key aspects of an exceptional and ongoing intellectual journey.
Involving Students in the Learning Process in Higher Education
Edited by Natasha Alexis Jankowski, Gianina R. Baker, Erick Montenegro and Karie Brown-Tess
This contributed volume explores institutional and programmatic policies and practices which actively engage students as partners in improving student learning. This entails an examination of the degree to which students are partners in the assessment and learning processes and the characteristics of these partnerships. This volume showcases student partnerships, as well as presents a history of institutional culture affecting student learning, the role of students in teaching and learning, and brings student voices and perspectives to bare through research from a variety of institutional types. Case studies, current programs and activities, and a model for culturally-responsive assessment are highlighted to better understand student-focused learning and assessment. Implications for faculty, staff, and administrators are questioned. Overall, this volume links research to practice, and offers faculty, practitioners, and administrators different forms and methods of including students, while keeping issues of equity in mind.
Experiences in School and Post-graduation
Juan A. Ríos Vega
This book represents an ethnographic study of the experiences and counternarratives of twelve Latinx young adults. All of the participants in this study are first generation immigrants to the United States, representing different cultural and socioeconomic backgrounds and immigration statuses. Drawing from Latino Critical Theory (LatCrit) and Queers of Color Epistemologies as a theoretical framework, this book analyzes the personal experiences of Latinx during and after finishing high school. This book uses a classroom project (dialogue journals) to reconnect with twelve former English language learners (ELLs) from the Southeast after ten years. Through the use of dialogue journals as an English as a second language (ESL) strategy to support writing, the participants in this book document personal and communal experiences as Latinx immigrants in the United States. This book will represent an excellent asset for teachers, school administrators, counselors, staff, preservice teachers, practicing educators, graduate students, scholars, and policymakers.
Approaches from the Commission on Social Justice in Teacher Education
Edited by Briana Asmus and Charles H. Gonzalez
The chapters in this collection explore the implementation of social justice pedagogies with preservice teachers by members of the Commission on Social Justice in Teacher Education; a group of teacher educators from across the country whose primary goal is to prepare teachers to use socially just models to reach all groups of students and to create a more equitable educational system. In this collection, each member/author presents a critical model of social justice teaching by considering the ways in which gender, race, class, and other intersections function in the classroom. Individually, authors enact critical models by interrogating inequitable systems of oppression in their own professional and pedagogical environments. Collectively, the chapters ask what thoughtful, participatory social justice pedagogy looks like in multidimensional pedagogical spaces. At all levels, this collection explores the rewards and challenges of social justice pedagogy within and outside of preservice teacher preparation programs influenced by a constantly shifting political landscape. Ultimately, this collection seeks to discover how ideas of social justice are conceptualized and understood by English educators and K-12 teachers.
As a possible approach to this question, the chapters in this collection support ELATE-SJ’s paradigm for advocacy. This paradigm includes three areas of enaction: research, scholarship, and action. Within these areas, members of the commission (authors) seek to better understand how preservice ELA teachers see themselves and others, to develop flexible teaching models grounded in social justice pedagogy (SJP), and to delineate opportunities for transformation, growth, and change in and through our profession.
A Civic Imagination Action Handbook
Gabriel Peters-Lazaro and Sangita Shresthova
The real world is full of challenges and the sheer weight of problems facing us can stifle the genius of our collective human creativity at exactly the time when we desperately need imaginative and innovative solutions. Responding to this, Practicing Futures: A Civic Imagination Action Handbook harnesses shared values and taps the boundless potential of human imagination to break free of assumptions that might otherwise trap us in repetitive cycles of alienation. Utopias and dystopias have long been used to pose questions, provoke discussions, and inspire next steps, and are helpful because they encourage long view perspectives. Building on the work of the Civic Imagination Project at the University of Southern California, the Handbook is a practical guide for community leaders, educators, creative professionals and change-makers who want to sharpen their visions for the future and understandings of the how the past affects them. This book shares examples and models from our work in diverse communities. It also provides a step-by-step guide to our workshops with the objective of making our approach accessible to all interested practitioners. The tools are adaptable to a variety of local contexts and can serve multiple purposes from community and network building to idea generation and media campaign design by harnessing the expansive capacity for imagination within all of us.