Journal of Latinos and Education最新文献

{"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":"40 1","pages":"0"},"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":"19 3","pages":"0"},"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}

{"title":"<i>Sobreviviente</i> : Examining the Effects of Spirit Murdering on the <i>BODYMINDSPIRIT</i> of Latinas Attending a Hispanic-Serving Institution","authors":"Dénise Rodriguez-Strawn, Elizabeth C. Apodaca","doi":"10.1080/15348431.2023.2274850","DOIUrl":"https://doi.org/10.1080/15348431.2023.2274850","url":null,"abstract":"ABSTRACTThis study sought to understand the educational experiences of three Latina doctoral students that led to spirit murdering, that is, the racial violence that sought to kill their humanity. They examined their experiences of spirit murdering while attending a Hispanic-Serving Institution in the southwest, reflecting on the impact this had on their bodymindspirit and the ways in which they responded. The number of Latinas pursuing a post-secondary degree is growing exponentially, and the difference between their enrollment and degree attainment numbers is staggering. Literature has revealed that instances of stress, gender bias and role conflict, marginalization, and isolation have affected Latina students in academia. By analyzing the experiences of the study’s participants, the authors offer their insight on how institutions (and in particular, HSIs) could better support Latina student populations.KEYWORDS: Spirit murderingbodymindspiritmicroaggressionsmacroaggressionssobrevivienteimposter syndrome Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"14 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135873896","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":"Dispossession of Indigenous Knowledge in the Chilean Education System: Mapuche Experiences in Chile","authors":"Katerin Elizabeth Arias-Ortega, Viviana Villarroel Cárdenas, Carlos Sanhueza-Estay","doi":"10.1080/15348431.2023.2276782","DOIUrl":"https://doi.org/10.1080/15348431.2023.2276782","url":null,"abstract":"ABSTRACTThe article reports on the dispossession of indigenous knowledge in the public education system in Mapuche territory in La Araucanía, a southern region in Chile. The methodology is qualitative, 18 people were interviewed including Mapuche wise men and women, fathers, and mothers who experienced schooling processes in their younger years. The information analysis technique is content analysis, to identify explicit and latent meanings related to the schools they attended and the Chilean education system. Mapuche wise people and parents were consulted on the pedagogical practices of dispossession of ancestral knowledge that have been institutionalized. Main results show that schools have transmitted a Western Eurocentric-based knowledge which results in the dispossession of their own episteme and in their transformation into ordinary Chilean citizens who are unaware of their language and culture as a central axis of their sociocultural identity. Main conclusions account for the historical processes of schooling in an indigenous context, highlighting the consequences that this monocultural education has brought to families, communities, and new generations of indigenous. This poses the challenge of transforming the school curriculum, to transmit their truth, to advance in justice, reparation, and to ensure the non-repetition of the epistemicide of indigenous knowledge in the school.KEYWORDS: Dispossessionindigenous knowledgeschool educationepistemicide AcknowledgmentsAcknowledgments to the project FONDECYT INICIACION N° 11200306 financed by the National Research and Development Agency of Chile (ANID)Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Agencia Nacional de Investigación y Desarrollo de Chile (ANID) under Grant [N°11200306].","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"175 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135325773","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":"What Factors are Relevant to Understanding Dropout? Analysis at a Co-Financed University in Ecuador and Policy Implications, Using Survival Cox Models","authors":"Edwin Buenaño, María José Beletanga, Mónica Mancheno","doi":"10.1080/15348431.2023.2271570","DOIUrl":"https://doi.org/10.1080/15348431.2023.2271570","url":null,"abstract":"University dropout is a serious problem in higher education that is increasingly gaining importance, as it is essential to understand its causes and search for public and institutional policies that can help reduce it. This research uses conventional and extended Cox survival models to analyze the factors behind dropout rates at a co-financed higher education institution (HEI) in Ecuador. The latter allows us to model specific components, such as time-dependent and independent variables, and unobserved heterogeneity. The results show that certain student-related, family-related, or background characteristics are relevant for the ecuadorian context. However, the most influential factors affecting the dropout risk are institutional and academic. These findings provide valuable insights into the actions and policies that HEI can implement to mitigate dropout rates through internal measures that public policies can complement.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461514","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 Don’t Want to Be Stereotyped”: A Study with Latinx High School Students Informed by Photovoice","authors":"L. Locke, Gerta Bardhoshi, Jeremy Swanston, Sojeong Nam","doi":"10.1080/15348431.2022.2086130","DOIUrl":"https://doi.org/10.1080/15348431.2022.2086130","url":null,"abstract":"ABSTRACT Eighteen students, who self-identified as Latinx, from a rural, Midwestern community participated in this study. The participants were enrolled in their high school’s “Risk Academy,” a program designed for students labeled “at risk.” Data shared in this article stem from a larger study where we applied photovoice, a critical, participatory research methodology that utilizes participant voice and photography, to better understand the students’ sense of belonging in and connectedness to their high school. We focus here specifically on qualitative results from analyses of group conversations with the participants. In these conversations we strove to facilitate a space for the students to discuss their lived educational experiences and to engage in related critical dialogue. Qualitative results are presented through three emergent themes: Separation and Negative Narratives; Lack of Support; and Resilience.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"13 1","pages":"2051 - 2069"},"PeriodicalIF":0.9,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139316441","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":"“Las Funciones de Los Padres Y Probabilidades de Éxito”: Studying the Role Parents Play in the College Success of Socioeconomically and Educationally Disadvantaged First-Year Latin@s","authors":"T. Strayhorn","doi":"10.1080/15348431.2022.2086554","DOIUrl":"https://doi.org/10.1080/15348431.2022.2086554","url":null,"abstract":"ABSTRACT Using semi-structured interviews with nine socioeconomically and educationally disadvantaged Latin@s at a predominantly White institution, this phenomenological study examined the role that parents played in their success in college. Three distinct themes were identified related to academic advice, motivation, needs; encouraging their resilience; and, unexpectedly, challenging their college success. Implications for future policy and practice are highlighted, as well as recommendations for extending this important line of inquiry on Latin@s in higher education.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"6 1","pages":"2070 - 2084"},"PeriodicalIF":0.9,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139315945","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":"A Raciolinguistic and Racial Realist Critique of Dual Language’s Racial Integration","authors":"Laura C. Chávez-Moreno","doi":"10.1080/15348431.2022.2086555","DOIUrl":"https://doi.org/10.1080/15348431.2022.2086555","url":null,"abstract":"ABSTRACT Offering a raciolinguistic and racial realist perspective, this theoretical article critiques using dual-language bilingual education (DL) as a strategy to provide youth, particularly “English-language learners,” the elusive goal of a bilingual and racially integrated education. The author argues this racial desegregation approach – through its assumption that White students will be the English-language models – impedes DL’s potential to provide equity to Latinxs and other students. The author contends this integration strategy inadvertently perpetuates racist ideologies about racialized youths’ bilingualism, White mainstream English’s superiority, and majority-Latinx bilingual education. Furthermore, the strategy tethers justice for Latinxs to Whites’ interest in DL, consequently perpetuating material inequities.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"8 1","pages":"2085 - 2101"},"PeriodicalIF":0.9,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139316063","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":"From the Editor’s Desk","authors":"Enrique G. Murillo","doi":"10.1080/15348431.2023.2265702","DOIUrl":"https://doi.org/10.1080/15348431.2023.2265702","url":null,"abstract":"","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135666403","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":"Creando Mundos Y Futuros de Jotería: Ofrendas of <i>Queertorship</i> for and by Queer and Trans Latinx/A/O People","authors":"Roberto C. Orozco, Antonio Duran, Gabriel Pulido","doi":"10.1080/15348431.2023.2268732","DOIUrl":"https://doi.org/10.1080/15348431.2023.2268732","url":null,"abstract":"ABSTRACTIn this manuscript, we engage mentorship as a form of care, reciprocity, survival, and thriving for queer and trans people within academic spaces. In particular, we conceptualize the term queertorship, which involves a practice of one-to-one and collective guidance and support offered by queer and trans Latinx/a/o (QTL) people to and for other QTL people. We draw on Revilla’s (2021, 2022) theoretical concept of spirit restoration and healing as the framework for how we define queertorship and how we enact this concept in practice. We use our own testimonios of queertorship, with attention to the experiences we have had in the Queer and Trans Latinx/a/o Higher Education Collective, to show examples of our own queertorship journeys. In alignment with giving back to one another, we offer ofrendas to assert the importance and practice of queertorship for QTL people in higher education. These ofrendas include: 1) queertorship as a healing practice and space, 2) queertorship as systems-conscious, and 3) queertorship as enabling resilience and agency. Our hope is that the ofrendas we offer help to illuminate the necessity for queertorship in different spaces of academia for queer and trans Latinx/a/o people.KEYWORDS: Queer/trans Latinx/a/ohigher educationmentorshiphealingqueertorship AcknowledgmentsWe honor and give thanks to all the individuals who are part of the Queer and Trans Latinx/a/o Collective in Higher Education and whose presence and labor in creating this community allowed us to share the work we have done with each other and for others.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For continuity purposes, we use queer and trans people denoting the broad gender and sexual deviations from heteronormativity. We only use LGBTQ+ when we are referencing scholarship that uses this particular acronym.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114395","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}