Increasing Latina/o College Completion

González, Kenneth P.; Ballysingh, Tracy Arámbula

doi:10.1177/1538192712437934

Cited by 8 publications

(3 citation statements)

References 6 publications

(5 reference statements)

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“…Latinx youth in the K-16 educational pipeline are described as "[...] the largest and fastest growing group in the K12 education sector [...] nationally in 2011 there were over 12 million Latina/o students in K12, [representing] 24% of the overall student population" (Acevedo-Gil; Santos; Solórzano, 2014, p. 1-2). These Latinx youth who are designated as English language learners in American schools, and whom we refer to as emergent bilinguals, continue to trail behind their White and Asian peers in high school graduation rates, attendance and graduation from both two-year and four-year schools, and in transfer from two-year to four-year schools (Gonzalez;Ballysingh, 2012).…”

Section: The Academic Achievement Gapmentioning

confidence: 99%

Building Bridges and Borders with Deficit Thinking

Koyama

Desjardin

2019

Educ. Real.

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In this paper, we look at a high school to college transition program intended to prepare Latinx youth living in Arizona, a southwestern US border state, to negotiate, if not cross, borders, including those associated with accessing college. Purposefully, we problematize the at-risk discourses that reify the nature of these border landscapes within neoliberal framings aimed at explaining educational patterns of Latinxs and that infuse the college bridge program we examine. We demonstrate that while the program provides social and cultural capital, as well as additional temporary academic supports that high school students need to navigate college-going processes, it is also embedded with deficit perspectives that frame Latinxs as at-risk because of their culture, ethnicity, and language, or conversely, disregard their heritage entirely. Finally, we offer recommendations for future research of bridge and transition programs. We argue for turning examinations upside down to resituate and reconsider, and potentially dismantle, the enactments of at-risk deficit thinking, which still undergird many programs aimed at mediating borders experienced by Latinxs in the US.

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Section: The Academic Achievement Gapmentioning

confidence: 99%

Building Bridges and Borders with Deficit Thinking

Koyama

Desjardin

2019

Educ. Real.

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“…Through these developmental education courses taught entirely in Spanish, Spanish-speaking students obtain a local certificate or a state Child Development Associate Permit while enrolled in English as a second language (ESL) classes. González and Ballysingh (2012) recommended the collection and use of local data to identify the challenges and experiences of Latino students in higher education. With this suggestion in mind, I explored the adequacy of the college’s developmental education services designed to facilitate the transition from Spanish content coursework to mainstream academic English.…”

Section: Introductionmentioning

confidence: 99%

Community College Developmental Education Services: Perspectives of Spanish-Speaking Latino Early Childhood Educators

Eberly

2016

Journal of Hispanic Higher Education

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The purpose of this single-case study was to understand the perceptions of Latino Spanish-speaking English learners on the efficacy of developmental education services at a Western U.S. community college. The primary data collection method was in-depth individual interviews of a purposeful sample of nine successful students. Findings indicated that participants relied on Spanish instruction for comprehensible context, but needed consistent education support services from a culturally responsive institution in a language they understood.

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“…Emphasis on mitigating gaps is not without import or urgency. While increases in Latinx college enrollment signal marked progress, the "compelling conundrum" of stubborn attainment gaps remains (González & Arámbula Turner, 2012). Only 15% of Latinx students aged 25 to 29 years hold a bachelor's degree, making them the lowest age-group degree earners (Santiago, Galdeano, & Taylor, 2015).…”

mentioning

confidence: 99%

Aspirational and High-Achieving Latino College Men Who Strive “Por Mi Madre”: Toward a Proposed Model of Maternal Cultural Wealth

Ballysingh

2019

Journal of Hispanic Higher Education

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This article builds upon Yosso’s Community Cultural Wealth framework to propose a Latinidad model of Maternal Cultural Wealth (MCW). Drawing from the experiences of Latinos whose persistence motivations are rooted in their desire to honor mothers for their love, resilience, protection, and sacrifice, MCW proposes filial piety and custodial, emotional, and provident forms of capital to illuminate our understanding of the ways mothers motivate Latino men to aspire to and persist within postsecondary education.

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Increasing Latina/o College Completion

Cited by 8 publications

References 6 publications

Building Bridges and Borders with Deficit Thinking

Building Bridges and Borders with Deficit Thinking

Community College Developmental Education Services: Perspectives of Spanish-Speaking Latino Early Childhood Educators

Aspirational and High-Achieving Latino College Men Who Strive “Por Mi Madre”: Toward a Proposed Model of Maternal Cultural Wealth

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