Who’s Segregated Now? Latinos, Language, and the Future of Integrated Schools

Gándara, Patricia; Aldana, Ursula S.

doi:10.1177/0013161x14549957

Cited by 54 publications

(28 citation statements)

References 22 publications

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“…Findings are also consistent with national data demonstrating that among Hispanic and White students, spreading rumors and name calling are the most prevalent forms of bullying [51] and physical appearance is the most common reason for being bullied [52]. Additionally, the experiences described by students in this study align with research indicating race-related bullying is associated with clothes [53], political climate [54], and language differences [55].…”

Section: Discussionsupporting

confidence: 89%

Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

2020

JEPR

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The purpose of this study was to adapt a brief, bystander bullying intervention to be culturally appropriate for ethnicallyblended schools in low-income communities and to assess the social validity of the adapted intervention. A mixed-methods design with sequential sampling was used to collect qualitative data from focus groups and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and chi square analyses and independent sample t-tests to analyzed qualitative data. Students (N = 40) from an ethnically-blended school (i.e., predominantly White and Hispanic students) in a low-income community were trained in the bystander bullying program. The 90-minute training includes a didactic and experiential component. The didactic component includes information about bullying and strategies students can use to intervene when they witness bullying. The experiential component includes small group activities and role-plays in which students practice utilizing the strategies. We used a phased research approach to meet the study aims. In Phase 1, students participated in focus groups after receiving the bystander training. Qualitative themes that emerged from the focus groups included students’ experiences with bullying, including types of bullying and reasons why students bully, negative emotions associated with bullying, fears related to reporting bullying to adults, and positive reactions to the intervention. In Phase 2, we adapted the intervention based on information from a literature search and feedback from participants in Phase 1. In Phase 3, we trained a new group of students (N = 63) in the adapted intervention to evaluate the intervention’s social validity. Results indicated students perceived the adapted intervention as appropriate and relevant for their school, with no differences between White and Hispanic students. This study serves as a first step in developing a culturally appropriate intervention designed to address bullying-related health disparities for students attending an ethnically-blended school in a low-income community

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Section: Discussionsupporting

confidence: 89%

Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

2020

JEPR

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“…Education Finance and the LCFF Historically, American public schools were financed by local districts through property taxes, a practice that resulted in disparities between affluent districts with high tax bases and their less affluent peers. These socioeconomic disparities are also racialized as a result of segregation in schools and housing (Gándara and Aldana 2014;Orfield and Frankenberg 2014). In the twentieth century, state policies and court cases focused on remedying these disparities by seeking equal per-pupil funding, or "horizontal equity" (Corcoran and Evans 2008;Ladd et al 1999;Odden and Picus 2014).…”

mentioning

confidence: 99%

Conceptualizing Equity in the Implementation of California Education Finance Reform

Allbright

Marsh

Hall

et al. 2019

American Journal of Education

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We examine how district administrators' conceptions of equity relate to the implementation of finance reform. We use sensemaking theory and four views of equity-libertarian, liberal, democratic liberal, and transformative-to guide a case study of two districts, finding evidence of two conceptions of equity: (1) greater resources for students with greater needs and (2) equal distribution of resources for all students. One district demonstrated an organization-wide belief in the first conception, whereas the other conveyed individual-level understandings of both conceptions. These beliefs were mirrored in resource allocation decisions and informed by districts' student demographics, organizational identities, and perceptions of adequacy.Although state and federal policies have made progress toward goals of equity and adequacy in K-12 education (Odden and Picus 2014), students from traditionally marginalized backgrounds continue to have limited access to

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“…Historically, and as detailed above, immigrants attempting to enroll in school were questioned and outright banned based on their national origin, race, skin color, their perceived English language fluency, and immigration status. While some of those legal barriers have been removed, immigrants and their supporters must continue their efforts for full equitable educational access, especially at a time when public schools are increasingly segregated (Gándara & Aldana, 2014;Hannah-Jones, 2017b). In doing so, they must join other minority communities, particularly those historically disenfranchised, to continue their efforts for the true desegregation of the educational system, a task that is still elusive even after the 65th anniversary of the landmark Brown v. Board of Education (1954) decision.…”

Section: Resultsmentioning

confidence: 99%

Immigrants’ Efforts to Access Public Schools and Higher Education in the United States

Rincón

2020

Handbook on Promoting Social Justice in Education

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On September 18, 2017, six undocumented immigrant students filed a lawsuit against the government of President Donald Trump. The lawsuit argues that the government's decision to end an immigration relief program established by the prior administration had its motivation in racial animus against Mexicans and Latinos. The lawsuit specifically refers to the Deferred Action for Childhood Arrivals (DACA) program signed into law in 2012 by President Obama after significant advocacy from the immigrant community. The case brings to the forefront the multiple limitations that immigration status places on access to education, an issue that has long been the target of multiple cases and lawsuits throughout US history. Whether it be access to public schools, higher education, or the ability to stay in this country to practice their professions, the debate about DACA and the Dreamers illustrates longtime practices by the US government to

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Who’s Segregated Now? Latinos, Language, and the Future of Integrated Schools

Cited by 54 publications

References 22 publications

Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

Conceptualizing Equity in the Implementation of California Education Finance Reform

Immigrants’ Efforts to Access Public Schools and Higher Education in the United States

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