Catching them Early: An Examination of Chicano/Latino Middle School Boys’ Early Career Aspirations

Martinez, Eligio; Castellanos, Michelle

doi:10.1007/s11256-017-0438-5

Cited by 19 publications

(21 citation statements)

References 66 publications

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“…Minority and low-income students often attend relatively poorly STEM-resourced schools that have a rather low percentage of students who advance to STEM majors in college (Green et al, 2017; Martinez and Castellanos, 2018; Samuels, 2016; Wiggins et al, 2017). Often these students lack STEM professional role models in their families and communities (Bottia et al, 2018; Rendón, 2006).…”

Section: Discussionmentioning

confidence: 99%

Preparing 8th Grade Students to Excel in Physical Science: HandsOn Physics (HOP)!

Dizbay-Onat¹,

Wyss

2018

JSTEM

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This study describes a program that the University of Alabama at Birmingham (UAB) carried out in partnership with Birmingham City Schools (BCS) to test an educational intervention, i.e., Hands-On Physics (HOP), among 8th grade students in predominantly minority schools. It also evaluated teachers’ demographics and educational backgrounds. The students conducted four physics experiments during a three day period. They performed better on post-tests. The actual and the percent gains in knowledge for each school were essentially equal for the schools that had passing versus failing grades in annual state assessment (20.4±5.6/49.0±5.6%, 20.4±2.7/48.4±8.3%, respectively). Most students (53%) stated that they were comfortable with science, 88% indicated that they were planning to enter higher education, and 86% agreed that higher education was very important for their future. The students’ major perceived obstacles to higher education were education cost and low grades. The teachers were primarily between 40–59 years old (60%), female (80%) and African-American (93%), and 87% majored in biology (93%). Forty percent had a bachelor’s degree and 60% had a master’s degree. They reported that they needed more support teaching physics and reported that a lack of materials and time were the main obstacles to provide the highest quality science educational experiences.

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Section: Discussionmentioning

confidence: 99%

Preparing 8th Grade Students to Excel in Physical Science: HandsOn Physics (HOP)!

Dizbay-Onat¹,

Wyss

2018

JSTEM

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“…Accounts from adults reflecting on pre‐college influences have added critical understandings about impactful college access practices (Brooms 2020; Cabrera and Padilla 2004; Rodríguez et al 2013). But more studies are needed with high school‐aged and even middle school‐aged students (see Martinez and Castellanos 2018; Means 2019) to learn what shapes their present‐day formation as adolescents (Savitz‐Romer and Bouffard 2012) and how they thwart barriers to forming college‐going mindsets. With the popular adoption of college‐oriented charter schools, needed are ethnographic studies of what these schools actually signal to future college goers from ethnoracially marginalized communities.…”

Section: Future Directions and Conclusionmentioning

confidence: 99%

Foregrounding Family: How Salvadoran American Boys Formulate College‐Going Mindsets at the Nexus of Family, School, and the Self

Carey

2021

Anthropology & Edu Quarterly

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I investigated how two U.S.-born Salvadoran eleventh grade boys formulated college-going mindsets at the nexus of family-based cultural influences, adolescent development, masculinity, and academic self-appraisals. With asset-based theories, findings show how immigrant families encouraged college going by shielding their sons from noneducational responsibilities and conveyed educational messages with words and deeds. Participants formulated mindsets by interpreting family-and school-based messaging and weighing college going against gender-based responsibilities. Implications for educational anthropologists and practitioners are provided.[Latino males, urban education, Latino families, college access, Salvadoran Americans] Like a strong individual? His family is strong. If your family is strong, then what do Hispanics honor the most? It's family! -Perdido (17-year-old, U.S.-born Salvadoran American boy, May 16, 2014 Interview) So by going to college, you can change that; you start changing, like the future generations of your family. -Lucas (17-year-old, U.S.-born Salvadoran American boy, June 12, 2014 Interview)These quotes, which I gathered during a nearly schoolyear-long ethnographic study, show that for Perdido and Lucas (pseudonyms they chose), a strong Latino selfhood is rooted in a strong family, a family whose well-being would be transformed in futurities by their choice to attend college. When considering college going, adolescent Latino boys engage in complex negotiations at the nexus of masculinity, familial concern, and selfappraisals (Carey 2019). The views of Perdido and Lucas here, and throughout this article, amplify the often-unheard voices of low-income Latino adolescent boys, challenge deficit portrayals of them and their families (see Conchas and Hinga 2016;Noguera et al. 2013;Sáenz et al. 2016), and reveal the nuanced ways they foreground family in their collegegoing mindsets.College-going mindsets, here, reflect both the psychological and social attitudes individuals hold for their postsecondary education (see Han et al. 2017). These mindsets drive not only students' college ambitions but also their engagement in the "college preparation processes" (Griffin and Allen 2006), or the development of academic skills and knowledge that facilitate their college choice and readiness. Norms of adolescent development and culturally distinctive familial values also govern how Latinx ("Latinx" is used here and elsewhere when reflecting phenomenon linked to not just boys or men) teenagers formulate college-going mindsets (Savitz-Romer and Bouffard 2012). Social cognitive theory (Bandura 1986(Bandura , 2012 brings this developmental point to bear by illuminating how the observable actions of family members prime adolescents for discerning their own paths to achieve college goals while forming their own "anticipatory outcomes" (Bandura 2012;Carey 2018Carey , 2019.

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“…If we truly aim to understand participants’ lived experience, we must use new and emerging research tools that show, for example, how they navigate their journey to and from school every day, how they spend their out-of-school time, and how they find support from peers and adults at school and in the community. As recent research illustrates (Martinez & Castellanos, 2018), the process of defining one’s own identity is extraordinarily complicated for many Black and Latino boys and young men. For example, academic self-concept — which tends to be a key driver of educational outcomes — cannot be neatly separated from immigration and migration stories, exposure to gangs and violence, socioeconomic status, gender norms, geography, and educational opportunities in home and schools (Carey, 2019; Howard, 2014; Huerta, 2018).…”

Section: Listening To and Learnings From Successful Studentsmentioning

confidence: 99%

Supporting Black and Latino boys in school: A call to action

Huerta¹,

Howard²,

Haro³

2020

Phi Delta Kappan

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The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black and Latino male high school students. Based on a yearlong study of more than 200 Black and Latino male youth in six urban high schools in California, they provide recommendations for more effectively studying and supporting this population. The combination of asset-based research and practice drawn from that research is intended to better support, engage, and enhance the educational experiences of Black and Latino male students in K-12 institutions and beyond.

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Catching them Early: An Examination of Chicano/Latino Middle School Boys’ Early Career Aspirations

Cited by 19 publications

References 66 publications

Preparing 8th Grade Students to Excel in Physical Science: HandsOn Physics (HOP)!

Preparing 8th Grade Students to Excel in Physical Science: HandsOn Physics (HOP)!

Foregrounding Family: How Salvadoran American Boys Formulate College‐Going Mindsets at the Nexus of Family, School, and the Self

Supporting Black and Latino boys in school: A call to action

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