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
A recent report indicates that while 80% of high schoolers earn a diploma in the United States, African American and Latina/o learners still account for more than half of high school pushouts in the United States. Thus, although African American and Latina/o students make up only 38% of all high school students in the United States, 54% of these same students never complete high school (Swanson, 2014). I intentionally use the term pushout rather than the more common dropout to describe the school noncompletion process among youth of color. Referring to a youth as a high school dropout implies that this young person has decided on her own accord to leave school. Hence, suggesting that such a student has voluntarily chosen to cease her studies makes it easy to place the blame for this student’s greatly reduced life chances squarely on her own shoulders. In this foreword, I draw from my own work and research with Latina/o community-based organizations and the important roles they can play in the education of youth from this ethnic group (Antrop-González, 2011) in an effort to contextualize the content found within The Plight of Invisibility: A Community-Based Approach to Understanding the Educational Experiences of Urban Latina/os.
Much educational research describes the large extent to which the school-leaving process is much more complex in that most schools serve the primary function of reproducing social class and institutional racism. Thus, schools are actually systemically structured to fail...
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