我们带来的:投资拉丁裔学生意味着投资家庭

IF 3.4 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rebecca Covarrubias
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引用次数: 7

摘要

随着越来越多的低收入、第一代拉丁裔学生进入四年制大学,美国的教育格局发生了变化。尽管如此,这些机构的许多基本结构和实践仍然反映了文化主导群体(例如白人、中上层阶级、连续一代)的文化规范,赋予个人主义特权。这忽略了低收入、第一代拉丁裔学生的文化价值观,他们往往优先考虑相互依存的关系和义务。当大学不承认家庭义务时,学生必须在帮助家庭和在学校表现良好之间做出决定,这会使他们在学业上取得成功的能力变得复杂。为了培养多样化的未来领导者,培养多样化的劳动力,教育工作者和政策制定者必须考虑到,投资于学生也意味着投资于他们的家庭。从小型干预到大规模政策变化的具体例子说明了有意义的投资战略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
What We Bring With Us: Investing in Latinx Students Means Investing in Families
The educational landscape of the United States has shifted as more low-income, first-generation Latinx students enroll in 4-year universities. Despite this, many underlying structures and practices of these institutions still reflect the cultural norms of culturally dominant groups (e.g., White, upper-to-middle-class, continuing-generation), privileging individualism. This overlooks the cultural values of low-income, first-generation Latinx students, who often prioritize interdependent connections and obligations. When universities do not recognize familial obligations, students must decide between helping family or doing well in school—which complicates their capacity to succeed academically. To graduate diverse future leaders and build a diverse workforce, educators and policymakers must consider that investing in students means investing in their families, too. Concrete examples, from small interventions to large-scale policy changes, illustrate meaningful investment strategies.
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来源期刊
Policy Insights from the Behavioral and Brain Sciences
Policy Insights from the Behavioral and Brain Sciences Social Sciences-Public Administration
CiteScore
5.30
自引率
0.00%
发文量
24
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