Journal of Latinos and Education最新文献

{"title":"Language Education in Multilingual Colombia: Critical Perspectives and Voices from the Field","authors":"Andi Hidayat Thamrin","doi":"10.1080/15348431.2023.2293946","DOIUrl":"https://doi.org/10.1080/15348431.2023.2293946","url":null,"abstract":"Published in Journal of Latinos and Education (Ahead of Print, 2023)","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Decolonizing applied linguistics research in Latin America","authors":"Sharizan Sharizan, Andi Hidayat Thamrin, Riris Handayani, Fani Nabila Titania","doi":"10.1080/15348431.2023.2289910","DOIUrl":"https://doi.org/10.1080/15348431.2023.2289910","url":null,"abstract":"Published in Journal of Latinos and Education (Ahead of Print, 2023)","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hispanic Parents’ Experience Raising Children with an Autism Spectrum Disorder: A Comparative Study","authors":"Tony Bobadilla","doi":"10.1080/15348431.2023.2274847","DOIUrl":"https://doi.org/10.1080/15348431.2023.2274847","url":null,"abstract":"Autism Spectrum Disorder (ASD) has a profound impact on millions of families in the United States. While Hispanic families represent the most rapidly growing demographic group within this populatio...","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"<i>I Gotta Represent My Community</i> : Latino Male Faculty, Sports, and the Politics of the “Game”","authors":"Juan F. Carrillo, Robert R. Martinez","doi":"10.1080/15348431.2023.2268741","DOIUrl":"https://doi.org/10.1080/15348431.2023.2268741","url":null,"abstract":"ABSTRACTThis article examines the role of sport as it pertains to Latino male faculty. Specifically, we offer a contribution to the dearth of scholarship at the intersections of sport and how Latino male faculty make sense of their identities and academic journeys. The use of sport as a reference for understanding Latinx faculty identity is for the most part non-existent within education research that is focused on Latino males. Drawing from this context, we offer this piece as a means by which to examine sport with links to family, community, faculty navigation and resistance skills.KEYWORDS: Latino MalesSportsHigher Education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the Equity Imperative in High School Computer Science Curriculum for Latinx Students","authors":"Debalina Maitra, Steven McGee, Randi McGee-Tekula, Catherine McGee","doi":"10.1080/15348431.2023.2279588","DOIUrl":"https://doi.org/10.1080/15348431.2023.2279588","url":null,"abstract":"ABSTRACTThe goal of this qualitative research is to understand equitable teaching practices of computer science classrooms in the Chicago Public Schools through the video analysis specifically for the Latinx students. Data was collected through video recording from 10 different CPS classrooms. The videos were analyzed qualitative to determine the inquiry driven equitable practices. Though the equitable practices were identified based on the classroom video analysis, literature review on equitable practices and core ECS philosophy informed us to recognize and group the themes and their indicators of equity. This research plays a crucial role in terms of informing the current equitable teaching practices based on the videos in ECS classrooms in Chicago, also the research identifies a need to study further cultural references in terms of teaching computer science curriculum. This research has significance for designing professional development for marginalized population in computer science and possibly for other STEM areas.KEYWORDS: Latinx studentsequitable pedagogylatinx educationcomputer science educationSTEM educationresearch practice partnership in CS Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors were supported in part by National Science Foundation grants CNS-1543217 and CNS-1738572 to The Learning Partnership. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of NSF.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spanish-Speaking Hispanic/Latino Families Education-Related Parental Involvement Practices","authors":"Judith L. Perrigo, Carolina Villamil Grest, Taylor Harris, Anya Samek","doi":"10.1080/15348431.2023.2276781","DOIUrl":"https://doi.org/10.1080/15348431.2023.2276781","url":null,"abstract":"Under current and prominent definitions, the rates of parental involvement among Hispanic/Latino families have been historically low. However, empirical evidence suggests that parental involvement can be perceived/practiced in varied ways. This work explored these perceptions held by Spanish-speaking Hispanic/Latino families through focus groups (n = 10) and individual interviews (n = 23) with parents of school-age children. Findings suggest that Spanish-speaking parents define parental involvement to include the emphasis of educación (a recognition that children’s moral compasses and respectful behavior are a part of their formal education) and a parent-centered approach (involving the children in the parents everyday life), while navigating language barriers. Both Spanish- and English-speaking parents endorsed low parent-teacher communication and strong educational aspirations for their children. That is, parents expressed wanting their children to have a better life than the lives the parents have experienced themselves. This study offers empirical evidence that Spanish-speaking families are highly involved in their children’s academic development and perceive themselves to play a critical role in their children’s educational success. A shared understanding of values including culturally responsive measures to assess diverse parental involvement practices and adopting a cultural lens among teachers/educators is needed to accommodate diverse cultural parental involvement practices. Study findings can inform policies and practice to help pre-service teachers and educators to understand factors that determine Spanish-speaking families’ engagement in school-based parental involvement.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring How Positive Psychology Characteristics Influence Mental Health Among Teacher Candidates at a Hispanic Serving Institution","authors":"Javier Cavazos Vela, Federico Guerra, Zulmaris Diaz, Mehmet A. Karaman, Elizabeth Zamora","doi":"10.1080/15348431.2023.2274851","DOIUrl":"https://doi.org/10.1080/15348431.2023.2274851","url":null,"abstract":"ABSTRACTPositive psychology is a valuable framework for understanding teacher candidates’ mental health perceptions. In the current study, we examined how the presence of meaning in life, search for purpose in life, psychological grit, and hope influenced teacher candidates’ subjective happiness and depressive symptoms in a Hispanic Serving Institution. Using multiple regression analysis, findings indicated that hope and psychological grit were significant predictors of subjective happiness. Results also suggest that psychological grit was related to depressive symptoms. As well as providing recommendations for future research, we discuss the significance of these findings.KEYWORDS: Positive psychologymental healthteacher candidatesteachers AcknowledgementWe were awarded a Teacher Preparation Transformation Special Interest Research Group (Transformation SIRGs) in the College of Education and P-16 Integration at The University of Texas Rio Grande Valley.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was funded through a Branch Alliance for Educator Diversity (BranchED) grant.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135474808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Employment and the Structure of Colleges as Barriers to College Match and Degree Completion for Latinx First-Generation College Students","authors":"Laura Nichols, Maria Valle","doi":"10.1080/15348431.2023.2274856","DOIUrl":"https://doi.org/10.1080/15348431.2023.2274856","url":null,"abstract":"ABSTRACTUndermatching, or students attending less selective colleges than they are academically qualified to attend, is seen as a contributing factor to the lagging college completion rate of low-income and first-generation college students. Addressing the mismatch has been mainly limited to the individual level. Through analysis of interview and longitudinal school administrative data with aspiring first-generation college low-income Latinx youth who started preparing to attend college in middle school, we find that the need to work, which students started doing in high school, was a major factor in students’ undermatching. We show how employment collides with the structure of colleges as racialized organizations (Ray, 2019), especially matching colleges with high graduation rates. Selective colleges did not provide the support students needed to address their financial situations, and students attending schools to which they undermatched required more assistance navigating work and schools to stop them from dropping out. We also discuss program and policy solutions to address the low college completion rates of Latinx first-generation college students more fully as well as how to better support their need to work.KEYWORDS: First-generation collegecollege matchcollege completionemploymentLatinxLatino/aracialized organizationsworking students AcknowledgmentsThank you to those who participated in this study as interviewees and staff at the middle school who helped us reach out to school alumni. Thank you also to those who gave feedback on earlier versions of the article, especially Rachelle Brunn-Bevel.Disclosure statementNo potential conflict of interest was reported by the author(s).Research ethicsThis research protocol went through and passed human subjects review. The research has been conducted consistent with the ethical standards articulated in the 1964 Declaration of Helsinki and its subsequent amendments and Section 12 of the ASA’s Code of Ethics. All participants were informed of the purpose of the research and their rights as research participants. Informed consent was given by all interviewees.Notes1 All school and student names are pseudonyms.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identifying the Needs of a Diverse Cohort and Engagement Opportunities That Foster a Sense of Belonging at a Hispanic-Serving Doctoral Program","authors":"Isabelle J. Hwang, Cecelia M. Mancera, Rosa I. Ramirez, Raquel A. Woods, Mona Bains","doi":"10.1080/15348431.2023.2271556","DOIUrl":"https://doi.org/10.1080/15348431.2023.2271556","url":null,"abstract":"ABSTRACTThis mixed method study assessed the perceptions of health professional graduate students on a sense of belonging and evaluated the engagement experiences valued most in a graduate program across three domains of belonging, academics and diversity, equity and inclusion. Hispanic students valued building professional relationships with faculty and mentors more than non-Hispanic students while non-Hispanic students valued opportunities to discuss race relations outside the classroom. Belonging at the graduate level in health professional programs is distinct from undergraduate programs because of new expectations of developing into entry level clinicians. This study showed that Hispanic students significantly valued building connections with mentors, faculty and staff, identifying a need of continued supportive mentoring relationships within this population at the graduate level. Implications of these findings across the available literature are discussed.KEYWORDS: BelongingHispanic graduate studentsengagementprofessional relationships AcknowledgmentsWe would like to acknowledge the following DPT students who served as cofacilitators during the Cardinal Cafe event, Tara M. Khalili, Rachel T. Downer, Savannah E. Bailey, and Jasmin E. Pena.Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Childhood Bilinguals: Linguistic Snapshots of the First School Years in Real Time","authors":"Tanya L. Flores, Maison Evensen-Martinez","doi":"10.1080/15348431.2023.2274845","DOIUrl":"https://doi.org/10.1080/15348431.2023.2274845","url":null,"abstract":"ABSTRACTThe current study examines the bilingual language development of twelve young children. We focus on the use of Spanish as a heritage language among the children while they learn English in an English-majority environment. Data was collected in English and Spanish four times over the first two years of formal schooling. The study focuses on oral language production in Spanish and English using several language-eliciting tasks including vocabulary identification and picture storytelling. Results demonstrated improvement in English oral fluency, vocabulary, and grammatical complexity over the two-year period, as expected. Most of the children maintained roughly the same scores on Spanish vocabulary identification and oral fluency over the same timeframe. The study shows that retention of the first language (L1) is achievable even by children living in English-majority neighborhoods.KEYWORDS: Early ChildhoodDual LanguageHeritage LanguageEnglish language learnersLatino/a children and familiesSpanish-English contact AcknowledgmentsAcknowledgments: We would like to thank the participants in the study, as well as their parents and teachers. A special thanks to Cecilia Cardoza (Speech Lang Pathology, MS) for conducting the PLS tests. Also we appreciate the members of our research team who helped transcribe and code the data for the larger study: Ellie Kaiser, Alice Havrilla, Dave Clark, and Sierra Jensen. We appreciate the anonymous reviewers who provided feedback on all versions of this paper. Any errors that remain are our own.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The student of Guatemalan descent used two lexical items that were different from the other children, but did not exhibit any pronunciation or grammatical differences from the other children. For example, he was not of an/s/-aspirating dialect. The larger data set included children from dialectal backgrounds who did have considerably more language variation than the twelve participants included for this paper.Additional informationFundingThe work was supported by the University VPR.Notes on contributorsTanya L. FloresDr. Tanya L. Flores is a sociolinguist/phonetician and Associate professor of Spanish Linguistics in the department of World Languages and Cultures at the University of Utah. Her research focuses on socio-phonetic variation that is motivated by several linguistic and social factors, including phonetic environment, speaker & listener traits, type and origin of discourse, and lexical frequency of spoken words. Her current linguistic projects are on (1) Spanish-English bilingual children, (2) Japanese-Spanish bilinguals and (3) Hispanic hard-of-hearing children.Maison Evensen-MartinezMaison Evensen-Martinez is currently a student physician at Rocky Vista University. He is a recent graduate of the University of Utah, where he majored in Spanish. He served as an undergraduate research assistant to Dr. Flores for four years.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135819169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}