Socorro Herrera scite author profile

Journal of Hispanic Higher Education

Murry

2009

This article examines the psychological and sociological impacts of the proposed Development, Relief, and education for Alien Minors (DReAM) Act and instate tuition legislation on DReAM-eligible students in the Midwestern United States. The researchers sought to capture the lived experiences of undocumented immigrant students through their rich interpretations of current immigration policy and how participants described their situation, their identity, and their dreams in relation to the volatility of their external environment.Resumen: este manuscrito examina el impacto psicológico y sociológico del propuesto Acto de Desarrollo, Asistencia, y educación para Menores extranjeros (DReAM) y la ley de educación para residentes estatales sobre estudiantes elegibles del DReAM en el medio-oeste de los estados Unidos de América. Los investigadores buscaron capturar las experiencias vividas por estudiantes inmigrados sin documentos a través de interpretaciones ricas de la política actual de inmigración y cómo los participantes describieron sus situaciones, su identidad, y sus sueños y la relación de ellos con la volatilidad de su ambiente externo.

Bringing Theory to Life: Strategies that Make Culturally Responsive Pedagogy a Reality in Diverse Secondary Classrooms

Holmes

Kavimandan

2012

IJME

<span style="font-size: 12pt; font-family: Arial;">Preparing U.S. teachers for effectiveness with culturally and linguistically diverse (CLD) secondary students remains a challenge, given the relative homogeneity of educators and their enculturation to an educational system based on European American norms and values. Although culturally responsive pedagogy has emerged as a promising avenue for promoting student achievement, instructional tools are needed to support application of theory in multicultural classrooms. In this paper the authors provide a framework for linguistic and academic development, contextualized within a larger model of biography-driven instruction. Instructional strategies implemented throughout the lesson are described, and their usefulness for improving teacher performance is explored.</span>

From Remediation to Acceleration: Recruiting, Retaining, and Graduating Future Culturally and Linguistically Diverse (CLD) Educators

Journal of College Student Retention: Research, Theory & Pr

Morales

Holmes

et al. 2011

This ethnographic case study explores one mid-western state university's response to the challenge of culturally and linguistically diverse (CLD), especially Latino/a, student recruitment and retention. BESITOS (Bilingual/ Bicultural Education Students Interacting To Obtain Success) is an integrated teacher preparation program implemented at a predominantly White university that seeks to both increase Latino/a students' initial access to higher education and provide institutional support to facilitate a high rate of graduation. The researchers consider key elements of the BESITOS program model as they relate to and support the sociocultural, linguistic, academic, and cognitive dimensions of the CLD student biography. For each dimension, the program model is first placed in the context of existing literature on CLD student education. The key elements and strategies of the program model used to successfully meet recruitment and retention goals are then discussed.To ensure the educational future of culturally and linguistically diverse (CLD) students in the United States, institutions of higher education must move from

Reading Difficulties and Grade Retention: What's the Connection for English Language Learners?

Bowman‐Perrott

Reading & Writing Quarterly

Murry

2009

In the Aftermath of Unz

Bilingual Research Journal

Murry

1999

Recent initiatives such as Proposition 227, the Unz Initiative, demonstrate the implications of referenda and other sociocultural and sociopolitical threats to the appropriate education of culturally and linguistically diverse students. Such initiatives often capitalize upon the politicization of the ESL/bilingual education environment in order to threaten quality programming and equitable education for all students. These trends call for a greater emphasis in the professional development and practice of educators toward capacity building for student, family, and program advocacy. This article explores the potential contribution of current educational and related literature in the development of an initial framework for such advocacy.In this article, we describe the power of referenda and other political agendas in the sociocultural community of the school system to impact and, in some cases, dictate educational policy, school administration, and daily instruction in the public school classroom. Recent trends in such political interventions strongly suggest the need for student, family, and program advocacy among teachers and their administrators, especially among educators who serve the needs of culturally and linguistically diverse (CLD) students. This article explores the potential contribution of current educational and related literature to a framework for strengthening such advocacy.