The Plight of Invisibility
A Community-Based Approach to Understanding the Educational Experiences of Urban Latina/os
Series:
Donna Marie Harris and Judy Marquez Kiyama
Book (EPUB)
- ISBN:
- 978-1-4541-9600-6
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- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2015. 205 pp., num. ill.
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Contents
- Foreword
- Acknowledgments
- 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
- Notes
- 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
- Implications
- Notes
- 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
- Findings
- Conclusion
- Note
- 5. Garnering Resilience: Latina/o Education as a Family, School, and Community Affair
- Data Collection and Analysis
- Findings
- Limitations of this Research
- Implications and Further Recommendations
- Notes
- 6. The Role of School- and Community-Based Programs in Aiding Latina/o High School Persistence
- Introduction
- Conceptual Framework
- Findings
- Conclusion
- Notes
- 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
- Conclusion
- Notes
- 8. Advanced Placement and College Readiness: An Examination of AP Course Availability and Enrollment Between Urban and Suburban Schools in Western New York
- Perspective
- Methods
- Results
- Significance of Results
- Note
- 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
- Notes
- 10. A Superintendent’s Response: The Latina/o Potential Yet to be Realized
- Relationships: The Gateway to Protective Factors
- Practical Application
- Conclusion
- 11. Implications for Practice and Policy: High School Persistence and College Access
- Building High School Persistence
- Creating Opportunities for College Access
- Conclusion
- 12. Conclusion, Resources, and Best Practices
- Models of Community Research Approaches
- Community Organizing and Educational Activism
- Conclusion
- References
- About the Authors and Contributors
8. Advanced Placement and College Readiness: An Examination of AP Course Availability and Enrollment Between Urban and Suburban Schools in Western New York
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8. Advanced Placement and College Readiness: An Examination of AP Course Availability and Enrollment Between Urban and Suburban Schools in Western New York
DONNA MARIE HARRIS AND THOMAS NOEL JR.
Recent educational policy including Race to the Top focuses on improving college readiness among all students in the United States, with an explicit expectation that all students will be college and career ready by 2020 (U.S. Department of Education, 2009). In addition, the development of the Common Core Standards incorporates college and career ready benchmarks and assessments. However, schools vary in their capacity to prepare students for college. Evidence from New York State shows significant disparities in college readiness, with substantial gaps between urban and suburban school districts. Despite a 2009 high school graduation rate of 69% in New York City, only 23% of those graduating were found to be college ready. In comparison, the suburban school district of Port Washington in Nassau County had 95% of their students graduating from high school, with 70% rated as college ready (Otterman, 2011). These discrepancies between high school graduation and college readiness are more dismal for the cities with the largest populations of the poor, including the cities of Rochester, Yonkers, and Buffalo.
The adoption of college ready standards does not address the fact that many students are not in the college pipeline because they have limited and unequal access to college preparatory courses. The rigor of college preparatory curriculum and access to it...
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Or login to access all content.- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Contents
- Foreword
- Acknowledgments
- 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
- Notes
- 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
- Implications
- Notes
- 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
- Findings
- Conclusion
- Note
- 5. Garnering Resilience: Latina/o Education as a Family, School, and Community Affair
- Data Collection and Analysis
- Findings
- Limitations of this Research
- Implications and Further Recommendations
- Notes
- 6. The Role of School- and Community-Based Programs in Aiding Latina/o High School Persistence
- Introduction
- Conceptual Framework
- Findings
- Conclusion
- Notes
- 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
- Conclusion
- Notes
- 8. Advanced Placement and College Readiness: An Examination of AP Course Availability and Enrollment Between Urban and Suburban Schools in Western New York
- Perspective
- Methods
- Results
- Significance of Results
- Note
- 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
- Notes
- 10. A Superintendent’s Response: The Latina/o Potential Yet to be Realized
- Relationships: The Gateway to Protective Factors
- Practical Application
- Conclusion
- 11. Implications for Practice and Policy: High School Persistence and College Access
- Building High School Persistence
- Creating Opportunities for College Access
- Conclusion
- 12. Conclusion, Resources, and Best Practices
- Models of Community Research Approaches
- Community Organizing and Educational Activism
- Conclusion
- References
- About the Authors and Contributors