A Community-Based Approach to Understanding the Educational Experiences of Urban Latina/os
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- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2015. 205 pp., num. ill.
- About the author
- About the book
- This eBook can be cited
- 1. Study Background and Book Overview
- National, State, and Local Trends Regarding Latina/o Persistence
- Reform and Latina/o Students
- Latina/o Educational Activism
- The Latina/o Education Task Force in Rochester, New York
- 2. Estámos Aquí! A Historical Context for the Plight of Invisibility
- Development of the Latina/o Community in Rochester
- Current Demographics of Latina/os in Rochester: City/Suburban Concentrations
- Striving to be Recognized and Addressed in Multiracial Coalitions
- Uneasy Coalitions with Other “Others”
- Why Was Ibero Formed?
- Community, Social, Economic, and Political Issues, and Educating Latina/o Children
- Two Reports: Repeated Calls for Action
- Continuing Advocacy, Exercising Agency: Another Task Force
- 3. A Community-Based Approach: Review of Community Context, Frameworks, and Methods
- Community-Based Research
- Frameworks Guiding the Study
- Creating Research Agenda and Recruitment
- A Final Note on Community-Based Research
- 4. School Policies as Barriers for Latina/o Student Persistence
- Student Voices as a Means to Examine Policy
- Participant Backgrounds
- 5. Garnering Resilience: Latina/o Education as a Family, School, and Community Affair
- Data Collection and Analysis
- Limitations of this Research
- Implications and Further Recommendations
- 6. The Role of School- and Community-Based Programs in Aiding Latina/o High School Persistence
- Conceptual Framework
- 7. When Violence Interferes with Educational Opportunity: Latinas’ Narratives of Resistance and Agency
- Individual Interviews with the Latinas
- Conceptual Frameworks
- When Violence Interferes with Educational Opportunity
- Developing College Aspirations: A Negotiation Between Structure and Agency
- Where Does the College Road Lead?
- Serious About Their Education
- 8. Advanced Placement and College Readiness: An Examination of AP Course Availability and Enrollment Between Urban and Suburban Schools in Western New York
- Significance of Results
- 9. Moving Forward: Recommendations, Action Items, and Areas of Focus
- Recommendations from Initial Community Report
- A Recommendation Action Plan
- A Renewed Focus on Action
- Recommendations Offered Within This Book
- Moving Forward
- 10. A Superintendent’s Response: The Latina/o Potential Yet to be Realized
- Relationships: The Gateway to Protective Factors
- Practical Application
- 11. Implications for Practice and Policy: High School Persistence and College Access
- Building High School Persistence
- Creating Opportunities for College Access
- 12. Conclusion, Resources, and Best Practices
- Models of Community Research Approaches
- Community Organizing and Educational Activism
- About the Authors and Contributors
About the Authors and Contributors
Donna Marie Harris is an independent consultant to school districts and non-profits organizations. She has been a faculty member at the University of Rochester, Wellesley College, and Lawrence University and a researcher at the Consortium for Policy Research in Education at the University of Pennsylvania. Her research focuses on school reform, educational policy, and the social organization of public schools and classrooms. Harris is interested in how educational institutions, policies, and practices affect learning opportunities and experiences—especially for students of color. Her research has been published in Educational Policy, Education and Urban Society, and the ejournal of Education Policy.
Judy Marquez Kiyama is an assistant professor in the Higher Education program at the University of Denver’s Morgridge College of Education. Kiyama’s research examines the roles that families and communities play in developing college-going cultures for Latina/o youth. Kiyama’s community-based approach to research engages asset-based frameworks to understand collective knowledge and resources present in communities. Her previous research explored the development of educational ideologies and college knowledge in Mexican American families, and her current project focuses on the high school to college transition experiences of first-generation, low-income, and families of color and their role in serving as sources of cultural support for their college-aged students. Kiyama has received the Association for the Study of Higher Education–Council on Ethnic Participation 2014 Mildred García Junior Exemplary Scholarship Award and was named a 2011 Emerging Scholar by the American College Personnel Association. Her research has been published...
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