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1.
Changing demographics, low Latino graduation rates, and changes to education funding—nationally and locally—challenge society to develop innovative strategies to navigate transformations affecting public education. This article presents findings from a collaborative community-engaged evaluation of a dropout prevention program for at-risk male Latino students. Our mixed-methods evaluation finds that the program has had a positive overall impact on its participants. In particular, program participation was associated with an overall rise in grade point averages, fewer failing grades, and a higher probability of graduation, compared to nonparticipants. With respect to behavioral changes, attendance was not improved over the period of program involvement; however, the number of behavioral referrals decreased dramatically. In addition, students and staff members reported that the program enhanced the students’ academic and career attitudes and aspirations. This work reveals the value of innovative programs and targeted interventions outside the classroom for at-risk students.  相似文献   

2.
The US has one of the most inequitably funded school systems and the largest prison population in the industrialized world. These two factors help to construct what is known as the school to prison pipeline. The past 30 years has included punitive policies within schools and the criminal justice system that have resulted in a disproportionate number of Latino and African–American youth being suspended from school, dropping out, and/or incarcerated. In this article, the lived experiences of incarcerated youth framed by institutional policies within prisons and schools are discussed. In total, fifteen interviews with incarcerated youth who spontaneously discussed drug trafficking were analyzed using criminological theory. A key theme for many youth was how a lack of educational opportunity and success shifted their focus to attaining economic opportunities through drug trafficking. Policy implications are discussed relating to school and corrections funding along with the costs to society.  相似文献   

3.
This study explores how 3 Latino male college students who attended rural, K–12 North Carolina schools use their conceptions of home to fight against oppressive forces in the southern United States. Specifically, through the use of life history data, I unpack both the challenges that they face and the agency-laden decisions that they make to navigate various tensions related to their Latin@ identities. This work extends current literature on men of color in schools, which largely omits the experiences of Latino male students that come of age in rural, southeastern, US settings.  相似文献   

4.
ABSTRACT

Restorative approaches to school discipline are increasingly being implemented throughout the United States in an attempt to reduce reliance on suspension and eradicate the racial discipline gap. Yet, little is known about the experience of students in classrooms utilizing restorative practices (RP). This study draws on student surveys (N = 412) in 29 high school classrooms. Hierarchical linear modeling and regression analyses show that high RP-implementing teachers had more positive relationships with their diverse students. Students perceived them as more respectful and they issued fewer exclusionary discipline referrals compared with low RP implementers. In addition, the findings demonstrate some initial promise of well-implemented RP for narrowing the racial discipline gap. The study found that higher RP implementers issued fewer discipline referrals to Latino and African American students compared with lower RP implementers. The study findings have implications for equity-focused consultation in schools that honor student experience of new programming.  相似文献   

5.
This is a study of high schools and their districts receiving Comprehensive School Reform (CSR) grants that have used those grants to support implementation of the Advancement Via Individual Determination (AVID) model. Over a 4-year period 10 such high schools in 5 districts have been examined to determine if schoolwide or district-wide accountability measures have improved over the period of study, compared to non-AVID high schools and districts. Selected sets of data are presented as the focus of this study, and include graduation or completion rates, advanced course enrollment, Advanced Placement (AP) results, and number of students graduating on advanced graduation plans. Researchers found that AVID had affected the performance profile of the school by leveraging success of disaggregated subgroups of students, particularly African American and Latino students, as well as students from lower income families.  相似文献   

6.
There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public‐school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993–1994, 5.1% of public‐school students in the United States were ELLs, or an estimated 2.1 million students. As of 2014–2015, 9.4% of students were ELLs, or an estimated 4.6 million students. It is estimated that by 2030, upward of 40% of school children will speak English as a second language. Meeting the needs of students who are not proficient in English is challenging for school professionals and even more so if they are identified for special services. Researchers have found that ELL students live in situations with numerous high‐risk factors, including poverty, inadequate schools, poor and violent neighborhoods, and limited access to adequate health care, mental health services, and schools. As a group, these students are more likely to underperform academically, have a lower grade point average, and drop out of school compared to non‐ELL Latino students.  相似文献   

7.
This study examined cross‐ethnic friendship choices and intergroup attitudes in a sample of 762 sixth‐grade Asian American students (Mage = 11.5 years) attending 1 of 19 middle schools that varied in ethnic composition. Multiple measures of friendship (quantity and quality) and intergroup attitudes (affective, cognitive, behavioral) toward White, Latino, and Black grademates were assessed. The results showed that Asian American students overnominated White students and undernominated Latino and Black students as their friends when school availability of each ethnic group was accounted for. Cross‐ethnic friendships were related to better intergroup attitudes, especially the behavioral dimension of attitudes. Cross‐ethnic friendships were least likely to change attitudes toward Blacks. Implications for future research, educational practice, and attitude intervention programs were discussed.  相似文献   

8.
Early identification of the lack of behavioral competencies followed by subsequent intervention is critical to reducing the number of students at risk for increasing disciplinary responses and school failure. This study examined scores on the Behavior Objective Sequence (BOS) of elementary school students referred for out‐of‐classroom disciplinary intervention. The results of this study indicated a distinction between the BOS scores of students referred for disciplinary problems and the scores of students who were never referred. In addition, differences among demographic variables of the sample population were found. These findings provide initial data that support use of the BOS as a strength‐based assessment for identifying behavioral competencies of students who may be at risk for increasing rates of disciplinary referrals so skill‐focused intervention strategies may be implemented in a timely manner. © 2008 Wiley Periodicals, Inc.  相似文献   

9.
This article addresses the impact of race and ethnicity on students' science learning in US schools. Specifically, it discusses (a) the constructs of race, ethnicity, and culture, and the racial and ethnic student composition in US public schools; (b) effective classroom practices for curriculum, instruction, and assessment related to race and ethnicity; and (c) future policy and practice regarding race and ethnicity in science education. We discuss the science learning and teaching of African American, Latino, and Asian American students. Even though Asian American students are viewed as the model minority, some struggle with science learning, because their languages and cultures are seen as hurdles. As there is little defendable science education research related to Native Americans at the precollege level, we remain silent in this area.  相似文献   

10.
OBJECTIVE: The purpose of this study was to determine which factors were significantly associated with court outcomes for drug exposed infants in dependency court. METHOD: A longitudinal study of 118 drug exposed infant social services and juvenile court files of petitioned cases through all court hearings, using chi-squares and logistic regressions data analysis. RESULTS: There was an overrepresentation of minority mothers who were poor, unemployed, undereducated, and single, with prior referrals to the dependency system and criminal records. The chi-square analysis suggested that variables such as ethnicity, past referrals, and criminal record were significantly associated with court outcomes for all hearings, with minority cases less likely to receive family maintenance orders, and more likely to have their children placed out of home. The regression analysis however showed a different pattern. Ethnicity and prior referrals disappeared as significant risk factors altogether. Only at the initial dispositional hearing did a criminal record significantly influence court decisions. In subsequent hearings, mothers' compliance with court orders and attending court hearings became the significant factors associated with court outcomes. CONCLUSIONS: Mothers' behavior was more important for court outcomes than ethnicity, past referrals, and criminal record. It is therefore imperative that mothers are motivated to successfully comply with court orders by offering culturally appropriate services and facilitating attendance at court hearings.  相似文献   

11.
The complex mix of systematic and unsystematic discipline that characterizes most schools creates heightened potential for variation and violation in school and classroom behavior. The challenge of maintaining order intensifies with teachers' concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America's schools. Little is known about the demography (i.e., who, what, where, when, how) of behavior requiring attention from administrators and other professionals in elementary schools. The need for comprehensive and continuous monitoring of what goes on in schools within the context of increasing appropriate behavior and reducing inappropriate behavior is clear. In this research, we investigated the extent of variation in problem behavior at the school and classroom level. We evaluated office referrals, reasons for removing students from the classroom for discipline, and consistency of reasons for office referrals in schools using different recording systems. Rates of referral differed greatly among teachers within schools and a small group of students accounted for most of the documented behavior problems. The results have implications for efforts to improve academic and behavior instruction in elementary classrooms, which we discuss.  相似文献   

12.
Studies of postsecondary aspirations tend to assume that adolescents from different ethnic groups share commonalities of perspective that are unaffected by the areas in which they live and go to school. Largely missing from this literature is a consideration of the intersection of ethnicity, development, and location. This study looks at the ways in which White and Latino students in an urban and a rural high school differ in their perspectives on postsecondary plans according to grade level, ethnicity, and urbanicity. We find a number of differences in student attitudes and behavior depending on whether students attend rural or urban high schools. High school experiences are also moderated by ethnicity across locations. However, with respect to how students want others to see them, students in the rural high school are more like each other than they are like their ethnic counterparts in the urban school. We conclude that, in many respects, both Latino and White students experience schooling and adolescent development differently in rural and urban schools.  相似文献   

13.
Increasing evidence from observational studies indicates that students attending minority segregated schools are at risk for constrained performance in reading. However, analyses of data gathered under observational conditions may yield biased results. Using data from the Early Childhood Longitudinal Study, 1998–1999 Kindergarten Cohort, this study used propensity score matching to address selection bias due to students’ observed socio-economic, literacy, and social-emotional background characteristics, allowing for a less biased estimate of minority segregated schooling on African-American, Latino, and European-American students’ reading gains in first grade. We found that African-American students attending segregated schools made less gain in reading across the first grade year than African-American students in non-segregated schools. There was no evidence for significant negative effects of segregation on reading gains for Latino and European-American students.  相似文献   

14.
In earlier work, the authors found that only 10% of the students at 28 of the nation's most selective private colleges and universities came from families in the bottom 40% of the US family income distribution and that there is a larger share of low-income high-ability students in the national population than in the student bodies of these selective private schools. Using SAT and ACT data, this paper finds that inadequate attention to geography and the incidence of ACT tests in their search and recruiting activities has contributed to a bias against low-income students at these schools.  相似文献   

15.
In January 2002, President George W. Bush signed into law what is arguably the most important piece of US educational legislation for the past 35 years. For the first time, Public Law 107–110 links high stakes testing with strict accountability measures designed to ensure that, at least in schools that receive government funding, no child is left behind. The appropriately named No Child Left Behind Act (NCLB) links government funding to strict improvement policies for America's public schools. Much of what is undertaken in NCLB is praiseworthy, the Act is essentially equitable for it ensures that schools pay due regard to the progress of those sections of the school population who have traditionally done less well in school, in particular, students from economically disadvantaged homes, as well as those from ethnic minority backgrounds and those who have limited proficiency to speak English. However, this seemingly salutatory aspect of the Act is also the one that has raised the most objections. This paper describes the key features of this important piece of legislation before outlining why it is that a seemingly equitable Act has produced so much consternation in US education circles. Through an exploration of school level data for the state of New Jersey, the paper considers the extent to which these concerns have been justified during the early days of No Child Left Behind.  相似文献   

16.
Latino students represent the fastest-growing population in the state of California, the United States, and the California Community College (CCC) system. Unfortunately, compared to other ethnic groups, Latino community college students continue to lag academically. Given the importance of counseling services and the scarce research related to community college students and community college counseling services, this study explored how 26 first-generation, low-income, Latino community college students perceived, negotiated, and developed a relationship with their community college counselor. Using a qualitative grounded theory research design, participants’ counseling experiences were captured through face-to-face semistructured in-depth interviews, and a theoretical model was developed. This study extended the literature on the importance of community college counseling services in assisting and motivating students to reach transfer and graduation and emphasized students’ positive and negative counseling experiences. The research findings suggest a need to improve community college counseling services. Thus, based on the research findings and other published research, this study proposes a set of the following: (a) guidelines for applying cultura (culture) to community college counseling that can assist relationship building between students and counselors; (b) questions that can be included in students’ evaluation of counselors; (c) counselor interview questions that may elicit behavioral response and assess cultural competence; and (d) community college students’ preferred counselor characteristics that may be used by hiring committees.  相似文献   

17.
ABSTRACT

In mainstream discourse, rural generally implies white, while urban signifies not-white. However, what happens when ‘rural’ communities experience demographic change? This paper examines how students from a rural, New Latino Diaspora community in a Midwestern state complicate traditional notions of rurality. Data from participant observations and ethnographic interviews indicate that students from this near-majority-Latino community do not view it as rural even though its population is under 2500. Students allude to an alternative youth subculture influenced by incoming Latino students from cities in Mexico, Guatemala, and California. They contrast this with the more stereotypical subcultures they observe in neighboring, rural, majority-white communities. Demographically transitioning, rural schools present unique contexts for students to not only encounter their own privilege, but also to learn how to leverage that privilege to further the aims of social justice. However, this will not occur without explicit and careful planning, implementation, reflection, and teacher training.  相似文献   

18.
Per the Bleaching Syndrome, people of color, including African, Asian, and Latino Americans, are both victims and perpetrators of color discrimination. The Bleaching Syndrome encompasses perceptual, psychological, and behavioral sectors that affect students' schooling experiences. Education professionals, including teachers, administrators, and counselors, must address these factors to promote mental and emotional health among learners. In this article, I discuss how the Bleaching Syndrome and color bias affects dark-complexioned African American children in contemporary US schools.  相似文献   

19.
《理论付诸实践》2012,51(4):305-311
For too long, educators have held diminishing beliefs about Latino students' home life. Such beliefs are irrelevant except for the fact that students do not leave their culture at home; rather, home life is closely intertwined with their learning. Language and culture play a major role in students' learning and parents figure prominently in their children's academic success. In Latino communities, parents often feel disempowered because of their limited English language skills and their limited knowledge of the educational system. This inequality prevents Latino parents from advocating for their children in schools. However, balanced power relations between schools and Latino families are possible. The Carpintería research study reveals the transformation that is possible for parents and students when the family's language, culture, and literacy are acknowledged, appreciated, and utilized to empower students, families, schools, and communities.  相似文献   

20.
农村义务教育学校布局调整是以撤并小规模学校为主要手段,旨在促进教育资源均衡配置的一项重大教育政策。通过广东省某山区县2003—2009年的学校布局规划数据,从物理距离、时间距离和文化距离的分类视角,运用GIS技术和Ordinal Logit模型分析农村学校撤并对学生上学距离产生的直接影响。研究结果表明:撤并农村学校导致学生上学的物理距离和时间距离增加,偏远学生上学难问题凸显;对学生的文化距离同样产生显著的负面影响。在未来学校布局调整的进程中,县域教育决策者应将关注点从一味追求规模效益转移到教育公平和教育质量上来。要保证农村学生就近入学,设定上学距离的限制;促进学校间教育资源的均衡配置,保证所有学生享受同等质量的教育资源;采用科学的规划程序完善布局调整政策的实施。  相似文献   

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