Rendering Latinas Invisible:  The Underrepresentation of Latinas in K-12 History

Leslie, Angela Maria

doi:10.18251/ijme.v23i1.2103

Cited by 6 publications

(6 citation statements)

References 41 publications

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“…Fung and Chung (2021) stated that the role model parent response is important in the selfregulation development of preschool children. There are many studies in the literature proving that role models are especially effective in the development of children's self-regulation (Acar et al, 2022;Augustine et al, 2022;Broda et al, 2020;Cai et al, 2022;Fung & Chung, 2021;Karaca & Bektas, 2021;Kurtovic et al, 2021;Lenes et al, 2020;Lerner et al, 2021;Leslie, 2021;Ringoot et al, 2021;Vitiello et al, 2022;Xie & Li, 2022;Zieli'nska et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…The purpose of this study is to reveal the importance of role models in meeting this need. There are field studies examining the role model and selfregulation together (Acar et al, 2022;Augustine et al, 2022;Cai et al, 2022;Fung & Chung, 2021;Karaca & Bektas, 2021;Kurtoviç et al, 2021;Leslie, 2021;Ringoot et al, 2021;Vitiello et al, 2022;Xie & Li, 2022;Zielinska et al, 2022). Augustine et al (2022) showed that family adjustment behavior enriched with self-regulation helps reduce anxiety problems.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship Between High School Students' Perceptions of Role Modeling and Self-Regulation for Science

Karaca,

Bektaş,

Eroğlu

2024

ERIES Journal

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Role models are key to the development of self-regulation skills. The study aimed to develop a model that shows the relationship between high school students' role-modeling perceptions and self-regulation skills. In the study, the predictive correlation design of the quantitative research method was used. The sample of the study consisted of 362 high school students studying at a public high school and agreeing to participate in the research. The research data were collected with the "Perceived Role Models Scale" and the "Self-regulation Scale for Science". As a result, a model was developed showing that the reproduction, retention, and motivation dimensions of high school students' role modeling perceptions were statistically significant predictors of science self-regulation. This result proved that role models were important in developing high school students' self-regulation skills. Therefore, it could be argued that the development of self-regulation that begins at an early age is a lifelong process. The results of the study can be a reference point for research that will examine the relationship between the sub-dimensions of self-regulation and role modeling perception in depth.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Relationship Between High School Students' Perceptions of Role Modeling and Self-Regulation for Science

Karaca,

Bektaş,

Eroğlu

2024

ERIES Journal

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“…Individuals who develop self‐regulation skills can acquire important cognitive and affective features from the right role models (Mueller et al, 2011; Urban et al, 2010). Similar to the model we developed, many studies have proven role models to be important for individuals about developing self‐regulation skills (Acar et al, 2022; Augustine et al, 2022; Broda et al, 2020; Cai et al, 2022; Fung & Chung, 2021; Karaca & Bektas, 2021; Kurtovic et al, 2021; Lenes et al, 2020; Leslie, 2021; Ringoot et al, 2021; Vitiello et al, 2022; Xie & Li, 2022; Zielińska et al, 2022). These studies were mostly conducted with children.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…| 3569 help and emotional support, as these have the potential to positively and negatively impact academic resilience. Leslie (2021) argued that all students must look at the culturally relevant role models represented in textbooks for a more inclusive and engaging classroom experience. Özbalci et al (2021) study revealed that half of the 16 students with special needs who participated in the activity were interested in the role model's profession and exhibited entrepreneurial skills for receiving on-the-job training appropriate to their needs.…”

Section: Role Modelmentioning

confidence: 99%

The relationship between preservice science teachers' perceived role modeling and self‐regulation skills in science

Karaca,

Bektaş,

Öner Armağan

et al. 2024

Psychology in the Schools

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Preservice teachers' self‐regulation skills are key to being role models to their students in gaining this affective skill. The study aims to develop a structural equation model (SEM) that shows the relationship between preservice science teachers' perceived role modeling and self‐regulation skills. This study has been conducted using the predictive correlational design, a quantitative research method. The sample of the study consists of 242 volunteer preservice science teachers from two state universities in Türkiye. Data were collected using the Perceived Role Models Scale and the Self‐Regulation Scale for Science. The study used the SEM's model development strategy to determine whether a relationship exists between preservice science teachers' perceptions of role modeling and their self‐regulation levels regarding science and whether the relationship if any is significant or not. As a result, a model was developed that shows preservice science teachers' perceived role modeling to predict their self‐regulation skills in science significantly. This result shows role modeling to be important in developing preservice teachers' self‐regulation skills. Therefore, we have concluded that self‐regulation is an ongoing process at early ages and adulthood.

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“…For instance, all women are often underrepresented in portrayals in textbooks and other education materials compared to men, yet, women of color may be even more underrepresented than White women, as education materials may reflect disparities seen in organizations. A content analysis of 12 middle and high school US textbooks used in two of the largest US states supports this notion (Leslie, 2021). They found that Latinas and Asian women were represented less than 1% across all materials, 2% of figures mentioned were Black women, and 10% were White women.…”

Section: Integrating Leadership Self-efficacy and Intersectionalitymentioning

confidence: 94%

At the Intersection: The Influence of Race on Women’s Leadership Self-Efficacy Development

Ruggs

Bilotta²,

Membere

et al. 2023

Group & Organization Management

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Leadership self-efficacy (LSE), one’s beliefs in their own ability, knowledge, and skills in leading others effectively, can play a large role in how individuals develop and perform as leaders. Understanding the dynamics of LSE growth may be particularly important when considering the development of female leaders. The institutional barriers and gender inequities experienced by women can change the trajectory of their course to leadership; however, the ways in which the course changes likely differ as a function of intersecting identities. Rather than presume all women share common leadership development opportunities and experiences, we contend that women’s LSE is informed by experiences unique to their racial and ethnic backgrounds. According to intersectionality theory, individuals are part of multiple social categories that can shape their experiences. In the current paper, we focus on how the intersection of gender and race influence the development of LSE across the life span for White, Black, Asian American women, and Latinas. Integrating social cognitive theory with intersectionality theory, we explore how gendered and racialized experiences prior to and during adulthood shape women’s leadership self-efficacy. We also discuss ways that organizations can help reduce and counteract negative consequences of barriers to LSE for different women.

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Rendering Latinas Invisible: The Underrepresentation of Latinas in K-12 History

Cited by 6 publications

References 41 publications

The Relationship Between High School Students' Perceptions of Role Modeling and Self-Regulation for Science

The Relationship Between High School Students' Perceptions of Role Modeling and Self-Regulation for Science

The relationship between preservice science teachers' perceived role modeling and self‐regulation skills in science

At the Intersection: The Influence of Race on Women’s Leadership Self-Efficacy Development

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