Success is being an example: Trajectories and notions of success among Latinx faculty, staff, and students in academia

Gómez, Ricardo

doi:10.1080/15348431.2018.1507909

Cited by 8 publications

(4 citation statements)

References 47 publications

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“…Nor do we have a single meaning for success; instead, we see it as coming from within, through self-contentment, internal drive, external service for others and continuous informal learning (Gomez, 2020;Gotian, 2022;Goy et al, 2018). Most certainly, pedagogy plays a vital role in developing successes, in this instance in STEAM education and career choice.…”

Section: A Pedagogy For Successmentioning

confidence: 99%

‘STEAM success stories’: refocusing the framework of intersectionality

Salehjee,

Watts

2023

Lond. Rev. Educ.

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In this article, we first explore the metaphor of wearing culture, drawn from the work of Anne Phillips, which challenges some of the precepts underpinning theories of intersectionality. We then go on to celebrate successes rather than failures, a departure from the broad ethos of intersectionality and illustrate how wearing of STEAM culture can be enacted throughout women’s ‘STEAM lives’, employing a pedagogy for success. We make use of phenomenographic approaches to gather and present women’s ‘STEAM success stories’. Autobioracy is the term we coin here, in contrast to autobiography, to describe our capture of these oral accounts. We use data from three cases – Fatima, Su-Li and Anna-Maria – to illustrate their adult re-engagement with elements of STEAM, having long since disengaged from early formal school-based science and technology. We finally resist a template process for the interpretation and presentation of their storied accounts and adopt, instead, a montage approach to place instances and descriptions side by side to illuminate their complex, often contradictory and unpredictable ways of knowing.

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Section: A Pedagogy For Successmentioning

confidence: 99%

‘STEAM success stories’: refocusing the framework of intersectionality

Salehjee,

Watts

2023

Lond. Rev. Educ.

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“…Hispanic and Latino/a/x students have encountered substantial barriers at all educational levels when attempting to graduate high school, attend college, and enter the profession of music education (Acevedo-Gil, 2019;Ayala & Ramirez, 2019;Manzano-Sanchez et al, 2019). Researchers have focused on the experiences of Hispanic and Latino/a/x students in the general education setting (Gomez, 2020;Vega et al, 2015). These researchers found many perceived barriers including people (faculty, teachers, peers), policies (lack of opportunities), and places (lack of safety in or around school).…”

Section: Navigating Elementary and Secondary Schoolmentioning

confidence: 99%

“…Beyond financial support, Hispanic and Latino/a/x students and educators need to have a role model or mentor (Gomez, 2020). Although students of color tend to do better academically when taught by teachers of color (Boser, 2014), Hamann and Cutietta (2021) found that 76% of teacher role models in music were either the students' race or gender, suggesting the importance of a role model regardless of ethnicity.…”

Section: Implications For Music Educationmentioning

confidence: 99%

“…There is a need for a more racially diverse educator population that reflects the population of our students as the gap between teachers and students of color continues to grow (Boser, 2014). By closing this gap between teachers and students of color, we can empower students through recognition of their cultural identities (Fitzpatrick, 2012) and representation within educational settings (Capers, 2019) which can be more difficult for Hispanic and Latino/a/x students who have recently immigrated to the United States or are undocumented (Gomez, 2020;Kruse, 2013;A. C. Rodriguez, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Recruiting and Retaining Hispanic and Latino/a/x Music Educators: A Literature Review

Alcala

2023

Update: Applications of Research in Music Education

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Hispanic and Latino/a/x students encounter substantial barriers and challenges at all educational levels when attempting to find necessary resources in secondary ensembles, graduate from high school, attend college, obtain teacher licensure, and enter the music education profession. Despite data showing growth of the Hispanic and Latino/a/x population in U.S. schools, music educators cannot assume that these numbers will equate to more diversity in the field of music education. Considering the overwhelming number of obstacles Hispanic and Latino/a/x peoples face when trying to enter the field of music education, more supports are needed to (a) recruit a more diverse educator population and (b) retain highly qualified educators.

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Racial identity exploration and academic belonging: LatinX faculty navigating the counters of Latinidad

García-Louis

Mateos-Campos

2022

Race Ethnicity and Education

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Success is being an example: Trajectories and notions of success among Latinx faculty, staff, and students in academia

Cited by 8 publications

References 47 publications

‘STEAM success stories’: refocusing the framework of intersectionality

‘STEAM success stories’: refocusing the framework of intersectionality

Recruiting and Retaining Hispanic and Latino/a/x Music Educators: A Literature Review

Racial identity exploration and academic belonging: LatinX faculty navigating the counters of Latinidad

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