This paper describes how a university outreach program promotes
academic achievement and identity development among culturally diverse
tenth-grade students. The primary goal of the outreach program is to
advance students' engagement and competency in mathematics and science
learning. A secondary goal of the program is to promote the development
of students' academic and cultural identities. This paper describes how
a university outreach program meets both goals of advancing participants'
engagement and competence in mathematics and science while promoting the
development of their academic identity and cultural awareness through the
implementation of culturally responsive teaching practices. Qualitative
data collected through student interviews will be examined to illuminate
the program's effectiveness in promoting identity development and
achievement in math and science. In addition, outcome data from the
program's first four years (1998-2001) are presented to demonstrate its
effectiveness at enhancing participants' academic competencies.
This article discusses an investigation that explored the relationship between the ethnic identity and career choice of Mexican American and Euro-American Spanish bilingual teaching candidates. In-depth interviews with 6 Mexican American and Euro-American preservice bilingual teaching candidates respectively were analyzed to determine their reference group orientation, affiliative identity, and rationale for becoming a bilingual teacher. Mexican American bilingual teaching candidates indicated a strong reference group orientation and affiliative identity toward Mexican culture, whereas their Euro-American counterparts indicated a diffused reference group orientation toward Mexican culture. Mexican American bilingual teaching candidates also indicated biculturalism and serving as role models for Latino children as being important reasons for becoming bilingual teachers. Euro-American teaching candidates did not see themselves as role models for Latino children. Instead, they indicated various other reasons for becoming a bilingual teacher.
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