Latinas/os in Community College Developmental Education

Abstract

This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses. ResumenEste estudio cualitativo examina las experiencias de latinas/os en cursos educativos y de desarrollo en inglés y matemáticas. La teoría crítica de raza en educación y la teoría de validación sirvieron de marcos guías de referencia teórica. Los autores encontraron que agentes institucionales proveen validación académica al enfatizar altas expectativas, enfocar identidades sociales, y en el mejoramiento de las habilidades académicas. Los autores concluyen conceptualizando una pedagogía validada de raza crítica implementada entre estudiantes que se enrolan en cursos de desarrollo educativo en colegios comunitarios.

“It’s all about theganas”: Incorporating a Multicultural Curriculum in Developmental Education

“…There is a large amount of research calling attention to the presence and overrepresentation of Latinx students in developmental education (Bahr, 2010;Crisp & Nora, 2010;Crisp, Reyes, & Doran, 2015), but there is a dearth of research on programs and classroom experiences that promote the success of these students who enroll in developmental education (Grubb & Gabriner, 2013). A recent notable exception finds that both advising and pedagogy play an important role in helping Latinx students build skills in English or math, while also promoting persistence and instilling confidence in them (Acevedo-Gil, Santos, Alonso, & Solórzano, 2015). What is also a noteworthy finding of this study is how students felt validated by professors, counselors, and peers who shared their racial/ethnic background while also feeling invalidated by a developmental education curriculum that students could not personally connect to (Acevedo-Gil et al, 2015).…”

“…A recent notable exception finds that both advising and pedagogy play an important role in helping Latinx students build skills in English or math, while also promoting persistence and instilling confidence in them (Acevedo-Gil, Santos, Alonso, & Solórzano, 2015). What is also a noteworthy finding of this study is how students felt validated by professors, counselors, and peers who shared their racial/ethnic background while also feeling invalidated by a developmental education curriculum that students could not personally connect to (Acevedo-Gil et al, 2015).…”

Planning as strategy for improving Black and Latinx student equity: Lessons from nine California community colleges

“…What does it mean for Basic Skills to be the focal effort for Black students? Recent research finds that Latinx transfer inequity is one of the largest challenges in improving student success and increasing college completion (Acevedo-Gil et al, 2015;Contreras & Contreras, 2015). The data we report reflects the "transfer crisis" for Latinx and the ways that student equity plans invest resources, planning, and programs to address them (Gándara, Alvarado, Driscoll, & Orfield, 2012).…”

“…developmental education), persistence, and transfer success. Although over two-thirds of all first-time Black and Latinx undergraduates in California are enrolled in community colleges (Campaign for College Opportunity, 2015aOpportunity, , 2015b, the most recent data available for California Community College outcomes finds that Black and Latinx students have the highest placement rates in developmental math and English and some of the lowest success rates progressing to transfer-level courses (Acevedo-Gil, Santos, Alonso, & Solórzano, 2015). Within developmental education, Black students have the lowest success rates in the progression from developmental English and math to a collegelevel course, while Latinx students face the greatest challenges in moving from basic skills ESL courses to college-level English.…”

Using Ethnography to Understand How Policy Reform Influences the Transfer Process at One Community College

“…Researchers have previously documented the complexity that students face when seeking to transfer from community college to either of the four-year segments in California (Acevedo-Gil, Santos, Alonso, & Solórzano, 2015;Campaign for College Opportunity, 2015a;Gándara, Alvarado, Driscoll, & Orfield, 2012), noting that demand for higher education and unmet need for student spots at both CSU and UC campuses has deteriorated the intended transfer function between the three state systems. This breakdown across systems has created a bottleneck for students seeking to transfer out of community college and attain a bachelor's degree (Bensimon & Dowd, 2009;Moore & Schulock, 2010).…”