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1.
This article explores Hispanics’ concepts of cultural and linguistic identity. It is based on the findings of a recent study conducted by the author in Iglesia hispana de Cristo,1 a Hispanic church community in Western New York. Data come from ethnographic interviews conducted with 48 participants aged 13 to 80 years and with church leaders and from participant observation. Findings indicate that conceptions of identity vary according to age and generation of immigration. Older, first-generation immigrants view language and culture as inextricably linked, and believe that passing on the Spanish language to their children is an essential parenting responsibility. Younger, U.S.-born Hispanics and those who immigrated at a young age, on the other hand, tend to prioritize Hispanic culture over the Spanish language.  相似文献   

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3.
在美国,西班牙裔和拉丁裔这两个术语经常被混用,两者的区别确实让人感到困惑。这两个群体之间存在大量重叠的部分,但是又不完全等同,因此,我们不能简单地将它们混为一谈。本文将通过对比两者的定义、来源及使用情况等对这其进行区分,以期提高学术研究的准确性。  相似文献   

4.
Not only are school-age ethnic and racial minority children one of the fastest growing segments of the U.S. population, they are also one of the most vulnerable. Hispanic children in particular are representative of the at-risk status of minority populations, displaying a portrait of unrealized social, educational, and employment success. This paper addresses the background and history of U.S. social and educational policies as they relate to the Hispanic student. Recent empirical findings are presented which support the following: (a) the bilingual character of Hispanic children is not a linguistic, cognitive, or educational liability and, in fact, should be employed to promote academic achievement; (b) the culture of the Hispanic family and child are better understood with regard to socialization variables and the potential differences they produce when directly compared to Anglo culture; and (c) educational strategies for Hispanic students that respect and integrate students' social, psychological, and linguistic attributes serve students effectively.  相似文献   

5.
In this multi-stage mixed-analysis study, the views of 437 Hispanic college students enrolled at two Hispanic-Serving Institutions in the Southwest of the USA were obtained concerning characteristics of effective middle-school teachers. Through the method of constant comparison (qualitative phase), 38 themes were determined to be present in respondents’ characteristics of effective middle-school teachers. Then, these themes (quantitative phase), quantified into an inter-respondent matrix that consisted of a series of 1s and 0s, were analysed to determine whether participants differed in their themes as a function of gender, college status and first-generation/non-first-generation status. Statistically significant differences were present between males and females, between undergraduate and graduate students, and between first-generation and non-first-generation college students in their emphases on effective middle-school teachers. Implications are discussed.  相似文献   

6.
Since 1990, Latin American immigrants to the United States have dispersed beyond traditional gateway regions to a number of "new destinations." Both theory and past empirical evidence provide mixed guidance as to whether the children of these immigrants are adversely affected by residing in a nontraditional destination. This study uses administrative public school data to study over 2,800 8- to 18-year-old Hispanic youth in one new destination, North Carolina. Conditional on third-grade socioeconomic indicators, Hispanic youth who arrive by age 9 and remain enrolled in North Carolina public schools close achievement gaps with socioeconomically similar White students by sixth grade and exhibit significantly lower high school dropout rates. Their performance resembles that of first-generation youth in more established immigration gateways.  相似文献   

7.
Cultural Studies of Science Education - Factors that influence the underrepresentation of females in STEM careers begin early in childhood when gender biases and stereotypes emerge. Stereotypes...  相似文献   

8.
Environmental education researchers have called for a greater analysis of ‘learning’ in environmental education in relation to contemporary theories and explanatory frameworks of learning. Situated learning, as a prominent example, is a sociocultural theory that contends that learning is a social process that occurs as individuals participate in ‘communities of practice’. This study aims to enhance our understanding of the usefulness and applicability of the communities of practice framework to the analysis of learning in environmental education, focusing on the learning in after‐school environmental education programs for Hispanic youth. Results suggest that the framework can be applied to identify some environmental education programs as communities of practice, characterized by the development of joint enterprise, mutual engagement, and shared repertoire. The framework was also found to be useful in identifying and describing learning as bringing about changes in identity formation as a result of participation in the programs. Finally, we suggest that such programs, due to their free‐choice nature and multiple opportunities for participation, also offer suitable contexts for further research regarding the relevance of sociocultural theories of learning to environmental education practice.  相似文献   

9.
Bassok D 《Child development》2010,81(6):1828-1845
Recent studies suggest that the effects of attending preschool vary by race. These findings are difficult to interpret because the likelihood of enrolling a child in preschool also differs across groups. This study used newly released, nationally representative data to examine whether the impact of preschool participation at age 4 varies across racial groups after accounting for selection differences (N = 7,400). Among a subsample of children living below a poverty threshold, no racial differences in preschool impact are detected. However, findings suggest that nonpoor Black children benefit substantially more from preschool than their nonpoor White or Hispanic peers. Implications of these findings are discussed toward understanding the potential of large-scale preschool interventions for narrowing racial achievement gaps.  相似文献   

10.
Survival analysis is an advanced statistical method to investigate the occurrence and the timing of an important event such as school access, dropout, and graduation in a longitudinal framework. The aim of our study is to provide practical guidelines for empirical researchers in choosing an appropriate survival analysis model. For this goal, this study chose two major survival analytical models of a discrete-time hazard model and a Cox regression model and compared analytical outcomes considering time metrics, as well as sample sizes and censoring proportions. In the analytical model, the combined specifications of varying factors using two models were adopted to analyse the Educational Longitudinal Study of 2002. We chose the college access of Hispanic English Language Learners to understand the importance of adopting a proper survival model to examine the educational outcome in the educational context. Importantly, we considered the hazard probability for the target event in the model specification which is a fundamental yet often neglected component of survival analysis. We recommended discrete models for the cases with a smaller number of time points, larger time metrics, larger sample size, and smaller proportions of censored observations.  相似文献   

11.
Research Findings: Although there is a well-established relationship between economic stress and children’s self-regulation, few studies have examined this relationship in children of Hispanic immigrants (COHIs), a rapidly growing population. In a sample of preschool children (N = 165), we examined whether economic stress predicted teacher evaluations of children’s self-regulation, whether economic stress predicted children’s physiological reactivity (via cortisol levels), and whether economic stress had a similar effect on self-regulation and children’s cortisol for COHI versus nonimmigrant children. Greater economic stress was associated with poorer child self-regulation and heightened physiological reactivity across a challenging classroom task for the sample as a whole. However, when we examined children by group, greater economic stress was associated with poorer teacher-reported self-regulation for nonimmigrant children only. In contrast, greater economic stress was related to greater cortisol reactivity across a challenge task for COHIs but not for nonimmigrants. Practice or Policy: Results demonstrate the importance of considering physiological indices of self-regulation (heightened stress physiology), in addition to traditional external indices (teacher report), when assessing self-regulation or risk more generally among preschool samples that are diverse in terms of ethnicity, economic risk, and parents’ nativity.  相似文献   

12.
The purpose of this study is to assess the effectiveness of the Texas “Closing the Gaps by 2015” plan to increase Hispanic enrollment into and graduation from institutions of higher education. This study uses Interrupted Time Series with Comparison Group to analyze 26 years of student cohorts in Texas universities. Controlling for historical enrollment and graduation growth as well as population growth, the results show that Hispanic college enrollment significantly increased as a result of the plan, but graduation did not. Several recommendations are offered for those states that wish to emulate Texas policies of increasing college enrollment and graduation of Hispanics.  相似文献   

13.
In order to create more diverse communities and greater social justice in academia, a group of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) established a research collaborative, Research for the Educational Advancement of Latin@s (REAL). Using a co-operative inquiry and dialogical epistemology, we document how REAL is an agency of transformative resistance to combat racism and sexism within academia. Also we reveal the importance of peer “muxerista mentoring” as an ideology and practice in building a supportive community in the bid for tenure. We provide implications and recommendations for the retention, tenure, and promotion of Chicana/Latina faculty.  相似文献   

14.
Educational Research for Policy and Practice - This study examined whether there are significant differences between effective, average, and ineffective urban schools with regard to (a)...  相似文献   

15.
Teaching programming and coding skills in K-12 classrooms is becoming a part of science, technology, engineering, and math (STEM) programs across the United States. Often, these opportunities are available through extra-curricular activities such as Robotics club, math club, STEM club, etc. Increasing STEM opportunities for students who are English language learners, culturally and linguistically diverse learners, and/or students from underserved backgrounds is vital. In a pilot study prior to a larger, grant-funded study on the effects of metacognitive strategy instruction on elementary students’ academic performance, the principal investigator (PI) developed an activity with a corresponding assessment instrument. The PI initially incorporated floor-robots into an activity in two fifth grade science classrooms. Pre/post survey analysis provided encouraging results. To follow up on the initial results, the PI and co-principal investigators (co-PIs) introduced floor-robots into eight additional fourth and fifth grade science classrooms over an additional school year, as well as in an after-school setting, to determine how floor-robots might be used effectively to engage elementary students in STEM learning. The investigators introduced over 257 elementary students to three types of floor-robots, and this provided students with opportunities to have hands-on access to programming and coding robots for specific purposes. Of the 257 students who interacted with the floor-robots, approximately 103 were provided with pre/post surveys on Roamer®, one of the floor-robots. Additional data analysis provided surprising and encouraging results.  相似文献   

16.
The purpose of this study was to examine the effects of a motor skill intervention on gross and fine motor skill performance of Hispanic pre-K children from low SES backgrounds. One hundred and forty-nine pre-K children were randomly assigned to an intervention group (n?=?74) and control group (n?=?75). All children were assessed on fine and gross motor skills using the Peabody Developmental Motor Scales-2 before and after a 16-week intervention. The children in the experimental group received 800 min of skills-based instruction to target gross and fine motor skills. The control group children received 800 min of play-based lessons with no instruction provided. A repeated measures analysis of variance revealed a significant difference between the experimental and control group children on stationary and visual-motor subtests after the 16-week intervention. These results suggested that children in the treatment group benefited from a planned motor intervention program on their gross and fine motor skills. The findings of this study have implications for delivery of instruction for motor skills for young children. Educators and practitioners should provide structured lessons with feedback to promote the development of these important skills.  相似文献   

17.
From private to public, from small to large, campus protests and demonstrations have risen across the country to address institutional racism regarding a range of issues including offensive Halloween costumes, university/college seals, lack of faculty color, and racist vandalism. One such example occurred at Southwest University where Native American students were protesting the university seal, which represents settler colonialism and genocide. In this article, we provide a case study of Joy, a Diné (Navajo) young woman, and describe her student activism in regards to the seal and how she utilizes it to connect to her culture, language, and identity. We utilize critical race theory (CRT) and tribal critical race theory (TribalCrit) to analyze the institutional microaggressions that Joy experienced on campus. Our main conclusions explain how student activism enables students to address systemic racism and provides a vehicle to create better conditions on university campuses.  相似文献   

18.
ABSTRACT

In response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation’s classrooms. We examined one CC’s effectiveness in transferring Black and Hispanic students to university teacher education programs and the association with Black and Hispanic students graduating with a bachelor’s degree. We compared enrollment and transfer student data for the 2003 community college teacher education program cohort to graduation data for native-to-university students of two 4-year universities. Data were analyzed using chi square and phi coefficients. The CC Black and Hispanic students graduated at the same rates as the native-to-university students and higher than their peers of the same races, regardless of major, who began at 2-year colleges at the national level. We encourage CC teacher education programs to invest resources to increase enrollment of Black and Hispanic students to address the growing need for minority teachers to serve in urban communities.  相似文献   

19.
Thirty-four undergraduate public relations majors participating in a problem-based service-learning project at a Hispanic-Serving Institution executed an event that attracted more than 100 low-income Hispanic families to campus. The purpose was to help parents prepare their children for college. From primary and secondary research, the students identified 3 dimensions for reaching the targeted audience—mirroring, trust, and cultural alignment—which were dubbed the Reaching Back strategy. Our purpose is to describe how the Reaching Back strategy works, the benefits of problem-based service-learning projects for both students and community participants, and how this strategy can be replicated.  相似文献   

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