This study applied Latino critical race theory to understand the experiences of Latina female college students with Deferred Action for Childhood Arrivals (DACA) status. Our study took place prior to and immediately after the Trump administration announced the termination of DACA effective March 5, 2018. During this time of amplified uncertainty students shared their concerns and frustrations. The study focused on the experiences of DACA-mented Latinas as they navigated institutions of higher education. The most prominent themes reported were that participants were highly selective in their disclosure of their status; that is, they lived with a sense of uncertainty and that they did not want to be pitied or wanted others to feel sorry for them. Practical implications are discussed in light of the study's findings. Public Significance StatementThis study suggests that Latina college students who are DACA recipients are highly selective about discussing their legal status and live with a sense of uncertainty as they navigate institutions of higher education. This study includes implications for those working with DACA students in higher education.
This study investigated if culturally relevant pedagogy was embedded into online reading courses at the undergraduate and graduate level in at a southeastern university college of education. The goals of the study were: to highlight the importance of a fully developed syllabus for adjunct and part-time faculty who rely heavily on the syllabus; to emphasize the importance of syllabi for curriculum and course integrity when programs move to fully online; to investigate whether the cultural relevance emphasized at the program level was evident in the syllabi. The findings indicate that alignment between assessment and objectives and a detailed syllabus in online courses are critical in creating culturally relevant online courses. This study is important to the field in several ways. First, colleges of education may benefit from the findings on explicit instructions in shared syllabi and in alignment in programs and courses. Additionally, including democratic classrooms and ensuring depth of knowledge in reading programs is important in program evaluation.
This study utilized cultural community wealth (Yosso, 2005) to explore the ways in which Deferred Action for Childhood Arrivals (DACA) youth make use of social media. Through the use of content analysis (Hay, 2005), the authors analyzed social media interviews publicly posted by DACA youth. Findings reveal that DACA youth engage in social media as a form of activism and to mobilize their communities. The findings support and extend our understanding of the ways that DACA youth are an asset to the wider community. Implications for those working with DACA youth are provided.
Purpose Public schools are spaces where capital-T transformation in teachers is needed (Guillory, 2012). To shift schools to places where all communities are valued, teacher education programs must create spaces where shifts in beliefs and practice can occur. This study aims to describe how the use of a social justice curriculum framework impacted teacher candidates by creating such a space. Design/methodology/approach This is an ethnographic study. Qualitative ethnography is appropriate when “the study of a group provides an understanding of a larger issue” (Creswell, 2015, p. 466). In this case, studying the impact of a social justice framework on the children and teacher candidates in the program allows the researchers to capture the relationships developed during the course of the program and study. Findings The framework created valuable experiences for both teacher candidates and elementary age participants. Data were collected to determine the impact of the program on all participants. The authors discuss implications for practitioners planning a social justice curriculum and for teacher educators planning field experiences for teacher candidates. Research limitations/implications The need for shifting beyond culturally relevant pedagogy has been well documented in the field (Cho, 2017; Guillory, 2012; Paris, 2012). Moving toward – culturally sustaining pedagogy, multicultural social justice curriculum, critically conscious teachers – must be a priority in teacher education (Banks, 2013; Convertino, 2016). This has been explored in other studies, particularly in studies of merging – or emphasizing – multicultural and social justice education and curricula (Cho, 2017; Lawyer, 2018; Sleeter, 2018). What sets this study apart, and what needs further exploration diverse, is how to set up multicultural social justice education projects involving culturally and economically teacher education candidates and students working together (Cammarota, 2016; Lawyer, 2018; Valenzuela, 2016). Originality/value The questions that arise from this study make it new in the field. These include how to set up these diverse field experiences, including how to increase recruitment and retention of culturally and economically marginalized students in teacher education programs (Cammarota, 2016; Castaneda, Kambutu and Rios, 2006). These are important questions to consider in designing research and recruitment projects in colleges of teacher education. Exploring how to push multicultural education into multicultural social justice education deserves additional attention and exploration (Cammarota, 2016; Lawyer, 2018; Sleeter, 2018; Valenzuela, 2016).
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