Networks of Encouragement: Who’s Encouraging Latina/o Students and White Students to Enroll in Honors and Advanced-Placement (AP) Courses?

Witenko, Vanessa; Mireles‐Rios, Rebeca; Rios, Victor M.

doi:10.1080/15348431.2016.1229612

Cited by 14 publications

(11 citation statements)

References 71 publications

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“…Compared to White students, Latina/o students had more concrete strategies to address their possible selves. Similarly, a recent study examining who encourages students to enroll in advanced classes, even when controlling for a GPA, Latina/o students were over 5 times less likely to be encouraged by their teachers than their White counterparts (Witenko et al, 2016). These findings may be attribute to the mismatch demographics between students and teachers, given that the majority of teachers were White (Sleeter, 2001;Picower, 2009).…”

Section: Discussionmentioning

confidence: 94%

Perceived Teacher Support and Communication in Strategizing Possible Selves

Mireles‐Rios

Roshandel

2020

Front. Educ.

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During high school, adolescents develop future plans for their lives and profession and teachers are generally believed to play an important role. At present, however, there is limited evidence about exactly how this support affects students. This study uses possible-selves theory to explore the link between perceived teacher support and communication about the future to adolescents' own hoped-for and feared possible selves. Surveys and structured interviews were used to gather views of 85 Latina/o and White students (Mage = 15.5 years). Results indicate that greater perceived support and better communication from teachers were both associated with adolescents expressing more concrete strategies for achieving all types of possible selves. This study offers initial evidence about the important role teachers may play in supporting and shaping how adolescents construct an action plan that will lead to their desired future selves.

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Section: Discussionmentioning

confidence: 94%

Perceived Teacher Support and Communication in Strategizing Possible Selves

Mireles‐Rios

Roshandel

2020

Front. Educ.

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“…Research has shown that relationships with teachers and school personnel are critical for students' sense of belonging and engagement, especially for Latina/o students [51]. Students did not mention positive relationships with school personnel.…”

Section: Relationships With Teachers and Administrationmentioning

confidence: 92%

Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

2020

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Research: The goal of this study is to understand the experiences of Black and Latino former high school students who dropped out, or were pushed out, of a large urban school district in Southern California. Specifically, this paper examines the barriers students faced that contributed to them leaving high school and their journey afterward. Thirty-nine former high school students who “dropped out”, or were pushed out of school, 61.5% males (n = 24) and 38.5% females (n = 15), were interviewed. Findings: The findings indicate the use of punitive truancy control for dealing with health and psychological needs of students, transportation issues, personnel–student relationships, and standardized testing. Examining the experiences of students who have been pushed out of school can help educators and policy makers address some of the inequities within schools. Results: We argue that pushout prevention can be developed by changing truancy and other discipline policies in schools. Implications from this study help us understand how we can better support students before they are pushed out.

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“…Although low‐income students of various racial/ethnic backgrounds are commonly tracked into lower level courses, quantitative research controlling for economic class and measures of prior achievement demonstrates that White students are significantly more likely to be placed in higher tracks in comparison to their Black counterparts (Lucas & Berends, ). Moreover, it is well established that Black and Latinx students are disproportionally placed in special education and are underrepresented in AP/honors classes (Condron, ; Tyson, ; Witenko, Mireles‐Rios, & Rios, ). Ochoa's () qualitative research in a school predominately attended by students from Latinx and Asian backgrounds finds that ethnicity‐based expectations lead to “academic profiling”—Asian American students are constructed as “model minorities” that work hard and excel in school and thus are placed in advanced courses and favored by teachers, while Latinx students are not thought to belong in honors classes.…”

Section: Tracking Stereotype Threat and Microaggressionsmentioning

confidence: 99%

Addressing racial inequalities within schools: Exploring the potential of teacher education

Alvaré

2018

Sociology Compass

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A substantial body of literature demonstrates how within‐school patterns serve to maintain and perpetuate racial inequality in education. This occurs as well‐meaning teachers and administrators tend to hold lower academic expectations for students of color; engage in racially biased discipline patterns; employ alienating curricula; and fail to address racial issues in meaningful ways when they surface in classrooms. In this paper, I review literature on these and other inequitable patterns and subsequently summarize research exploring how these issues are confronted teacher training programs. While some pedagogical models show promise, many studies suggest that multicultural education and programs for pre‐service teachers fall short in promoting perspectives and practices to address inequity in schools. I apply tenets of critical race theory to scrutinize oppression within schools and the shortcomings of initiatives claimed to redress them, and moreover, to suggest how teacher education can be improved to encourage pedagogy for social justice ends.

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Networks of Encouragement: Who’s Encouraging Latina/o Students and White Students to Enroll in Honors and Advanced-Placement (AP) Courses?

Cited by 14 publications

References 71 publications

Perceived Teacher Support and Communication in Strategizing Possible Selves

Perceived Teacher Support and Communication in Strategizing Possible Selves

Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

Addressing racial inequalities within schools: Exploring the potential of teacher education

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