The present study estimated the influence of academic and social collegiate experiences on Latino students' sense of belonging, controlling for background differences , using hierarchical analysis techniques with a nested design. In addition, results were compared between Latino students and their White counterparts. Findings reveal that grades, time spent studying, and interactions with diverse peers affect sense of belonging, accounting for approximately 11% of Latino students' belonging. Differences were found between Latino and White students. Important implications are discussed.

Resumen: El presente estudio estimó la influencia de experiencias sociales y académicas en el sentido de pertenencia de estudiantes latinas/os; se controlaron las diferencias étni-cas, usando técnicas de análisis jerárquico con un diseño de nido. Además los resultados se compararon entre estudiantes latinas/os con su contraparte de estudiantes blancos. Los hallazgos revelan que las calificaciones, el tiempo usado en estudiar, y las relaciones con compañeros diversos afectan el sentido de pertenencia; lo cual representó aproxima-damente 11% del sentido de pertenencia de los estudiantes latinas/os. Se encontraron diferencias entre estudiantes blancos y latinas/os. Se discuten implicaciones importantes.

Pedagogies employing critical traditions have increasingly been used to
ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher’s journey—new to critical pedagogies—as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California’s Central Valley. I examine the pedagogical implementation with examples of students’ meaning-making. The teacher and students demonstrated what I am advancing as migration capital—or knowledges, sensibilities, and skills cultivated through the array of migration/immigration experiences to the United States or its borderlands. This study highlights the potential of community cultural wealth pedagogies and as pedagogical tools to counter deficit narratives with Latina/o immigrant youth.

El 17 de julio de 1990, el Congreso de los Estados Unidos y el entonces presidente, George Bush, declararon a la década de 1990 como la "década del cerebro", reflejando con ello el interés y la importancia de las neurociencias en el estudio de la cognición y la conducta que, a su vez, abrió paso al desarrollo humano en un contexto globalizado (1).

This paper compares the identity-formation processes of Latino students in three different college contexts (a liberal arts college, a research university, and a regional public university). Drawing on ethnographic observations, in-depth interviews, and surveys of members of Latino student organizations, I chart the distinct ways in which Latino students interact with one another and arrive at particular ethnic identities on different campuses. By applying ethnoracialization theory to mesolevel settings, I examine how students respond to external ascription as they co-construct and negotiate their ethnic-racial understandings. I identify three different patterns by which students deploy panethnic boundaries, specifically, as they adopt and define identity labels: inclusive Latino identification signifying solidarity above all, qualified Latino identification mediated through specific organizational membership, and the rejection of panethnic identities. I consider how the organizational context of each campus provides a distinct racial climate that mediates student interactions and potentially shapes the disparate identity outcomes that result. The findings suggest that, beyond providing academic experiences, colleges also provide Latino students with disparate lessons regarding who they are and where they fit in the ethnoracial hierarchy.

The purpose of this study was to explore how emergent bilinguals’ emerging identities interact with their language attitudes and choices in various contexts to create their investment in English, Spanish, and bilingualism. Using a mixed method design, the researchers analyzed surveys and social networking maps of 63 Mexican-American, bilingual fifth-graders in a one-way dual language (DL) school and then the interviews of 10 of these students. Findings indicate that students’ identities and investments show a strong correlation to their language use and language of instruction. Specifically, students’ investment in their languages suggest that we might reconsider strict language separation in DL programs while overtly attending to students’ investment in the minority language, Spanish.  Most significantly, the language we use formally and informally affects students’ attitudes toward that language. Thus, greater emphasis on developing bilingual investment is an indispensable goal of DL programs.

This study focuses on how stories influence Latinas’ motivation and resiliency toward academic success and how Latina parents support their daughters in resisting racial discrimination. In the spirit of Critical Race Theory, it concludes with a counterstory of hope and possibility about how higher education can create a space for all students to achieve.

This article presents an action research study conducted in an English for speakers of other languages (ESOL) newcomer classroom. The author engaged in meaningful teacher research to learn about the importance of exploring the topics of moral values and behavior through the lens of English learners (ELs). The reading project was carried out during seven instructional days, and participants had the opportunity to learn English while engaging in purposeful discussions that revealed their cultural similarities and differences. The findings suggest that, from the participants' point of view, moral values and behavior are topics that should be learned in the household and enforced at school. However, participants also agreed that addressing these topics in the ESOL classroom is beneficial for those classmates with discipline challenges at school. In addition, data reveal important themes to consider when teaching reading to newcomer ELs.

The Latino population is the fastest growing group in the United States; thus, it is imperative that social workers and other mental health practitioners be knowledgeable about the current literature on how to effectively serve this population. This article elucidates key issues and knowledge, such as immigration and migration concerns; discusses how to assess for levels of acculturation; examines cultural values; and highlights salient work issues and health disparities that Latinos experience. Recommendations on how agencies and universities can recruit and promote bilingual practitioners are introduced. Finally, culturally responsive strategies for professional use of self and fostering the therapeutic alliance are discussed.

“On good days I feel I am a bridge. On bad days I just feel alone,” Sergio Troncoso writes in this riveting collection of sixteen personal essays in which he seeks to connect the humanity of his Mexican family to people he meets on the East Coast, including his wife’s Jewish kin. Raised in a home steps from the Mexican border in El Paso, Texas, Troncoso crossed what seemed an even more imposing border when he left home to attend Harvard College.

Initially, “outsider status” was thrust upon him; later, he adopted it willingly, writing about the Southwest and Chicanos in an effort to communicate who he was and where he came from to those unfamiliar with his childhood world. He wrote to maintain his ties to his parents and his abuelita, and to fight against the elitism he experienced at an Ivy League school. “I was torn,” he writes, “between the people I loved at home and the ideas I devoured away from home.”

Troncoso writes to preserve his connections to the past, but he puts pen to paper just as much for the future. In his three-part essay entitled “Letter to My Young Sons,” he documents the terror of his wife’s breast cancer diagnosis and the ups and downs of her surgery and treatment. Other essays convey the joys and frustrations of fatherhood, his uneasy relationship with his elderly father, and the impact his wife’s Jewish heritage and religion have on his Mexican-American identity.

Crossing Borders: Personal Essays reveals a writer, father and husband who has crossed linguistic, cultural and intellectual borders to provoke debate about contemporary Mexican-American identity.  Challenging assumptions about literature, the role of writers in America, fatherhood and family, these essays bridge the chasm between the poverty of the border region and the highest echelons of success in America. Troncoso writes with the deepest faith in humanity about sacrifice, commitment and honesty.

The college-for-all movement is variously framed as a civil rights issue, an economic imperative, and a requirement for navigating our increasingly globalized society. In response, large urban school districts across the United States have adopted and implemented new policies for graduation that require high school students to complete a college preparatory education. These policies are relatively new, and their impli- cations are just beginning to emerge. As a case of public scholarship, we describe the collective problem-solving process that unfolded over a decade, from 2007 to 2017, as researchers and practitioners in a new K-12 urban public school worked together to expand access to college for traditionally underrepresented students. We describe three practical problems—how to frame, support, and track a college-for-all reform effort—and detail how grappling with these problems locally provides unique insight into the larger college-for-all policy context. In particular, we explore the role of learning supports, status hierarchies, and resources in realizing the college-for-all ideal. We also articulate a fundamental framing tension between social justice as redistribution and recognition and suggest that the notion of parity of participation guide policy and action.

Drawing from Holland, Lachicotte, Skinner, and Cain’s (1998) identity theory, this study sought to understand how six self-identified lesbian and gay Latina/o college students negotiated their sexual and ethnic identities.  Participants identified two equally flawed dimensions, the hometown and college figured worlds, from which they sought an alternative destigmatizing space for identity negotiation.  Through the senses of freedom, security, and belonging, the participants became self-empowered to create a third figured world I term an "identity buffer"—a space governed by their individual expectations and social norms—where their identities could coexist.

This pilot study investigates the current state of Latino/a students in higher education and first-year writing (FYW) programs in the United States. This project explores if and how FYW programs address the literacy skills of second generation Latino/as who speak either Spanish or variations of Spanish and English, or who speak only English. I hypothesized in the beginning of this project that the contributing factors to Latino/as' poor academic performance may stem from some educators, policy makers, and political leaders overlooking students' cultural differences.

The disproportionate representation of students from culturally and linguistically diverse backgrounds in special education programs is a complex issue that has long troubled practitioners, educational leaders, and researchers. This article reports on a mixed-method collaborative case analysis that examined local patterns of disproportionality in an urban school
district and the district’s systemic transformation effort to address disproportionality. In a close collaboration with the
district’s special education leadership team, we utilized student-level quantitative data from 2006 through 2010 to examine temporal patterns of disproportionality along with qualitative data on the leadership team’s perceptions and actions. Our analyses showed that risk of overidentification was greatest for African American, American Indian, low-income, and male students. The study illustrates a method of collaborative analysis and the importance of such analyses for understanding and addressing variously localized patterns of disproportionality. The findings contribute to the literature on disproportionality and inform systemic change efforts in diverse sociocultural contexts of urban school districts.

In this article I review the Multidimensional Conceptual Framework of Servingness at HSIs (Garcia, Núñez, & Sansone, 2019a) to explain how servingness has been defined in research. I then offer suggestions for using HSI research, books, and articles to guide HSI grant getting and implementation and to elevate the focus on Latinxs, BIPOC and other minoritized groups within HSIs. Finally, I call on the federal agencies themselves to consider HSI research and to center Latinxs and BIPOC in all HSI programs. My hope is that this love letter will open an important dialogue about the disconnect between HSI research, practice, and policy, and move us towards a conversation about the importance of using research in practice and policy.

This work focuses on a particular diachronic transformation of a syntactic category, that is the propositional negation. I consider a time span ranging from archaic Latin to modern Italian, passing through the ancient forms of medieval documents. I will show that some negative phenomena endured in different diachronic transformations, while others changed over time, confirming generalizations such as those formalized as espersen's cycle. rom this point of view, the change in the syntactic nature of the Latin negative morpheme n n was crucial: it started as a maximal pro ection and it became a head. This change caused the multiple negation constructions that still occur in Italian. inally, I will also discuss some negative phenomena occurring in odern Italian, which are not well studied.

"Latinos are now the largest ethnic minority population in the United States and still they encounter a great deal of misunderstanding, prejudice, and discrimination. Utilizing a strengths-based perspective, Social Work Practice with Latinos addresses the unique needs of this diverse population.

Written by practitioners and scholars from many disciplines, this book discusses social issues of consequence to Latinos and specific strengths and risk factors of the Latino community. They then offer methods that utilize these strengths to ensure a culturally-competent approach to practice with Latino populations. Each chapter is accompanied by key questions for personal and group reflection to facilitate discussion and understanding of these vital themes.

The editors have nearly three decades of combined experience working with Latino populations inside and outside the United States. Drawing on this experience, they integrate these varied perspectives to prepare students and practitioners for practice with this richly diverse community."

This research paper will be an analysis of the differences of language, cultural and historical barriers between the third and fourth generation descendants of the Californios and the Mexican Revolution immigrant refugees in the 1900’s to the end of the 1920’s in greater Los Angeles and San Francisco Bay Area.

In 1850’s, thousands of Californios, Mexican citizens living in the Alta California Territory, had a country’s boundary cross them, and they became American citizens when the United States annexed this part of the former Mexican Empire. This paper will ask “How did crossing this new cultural and physical boundary of the Northwest Territory affect their Mexican descendants fifty years later?” During the time of the Mexican Revolution, 1910-1924, there were no restrictions on Mexican immigration at this time and many Mexican nationals were fleeing México and crossing a physical boundary, the United States - Mexican Border. How did this open border policy affect Mexicans in California at this time? Are these two groups similar? Or do they clash having been raised in different countries the last 50 years? What changes occurred in California make the groups similar or different? How do the descendants of the Californios view themselves ethnically at this time, Mexican, Spanish? Are both groups bilingual or exclusively monolingual English or monolingual Spanish? Is one group fully assimilated and the other is not or are they bridged by a common culture and history?

The portrayal of Hispanics in American film and television has focused traditionally on negative stereotypes of the worst values and traditions of the Spanish-speaking communities in the country, with a racist and prejudiced misrepresented focus, a sample of the superficiality and hatred by some in the media industry. Recent examples show that our theory is not so far from reality as we all do want.

Stanton-Salazar, Ricardo D. (Version: May 23, 2013) “Glossary of Concepts and Terms Associated with Stanton-Salazar’s Social Capital Framework for the Study of Social Inequality among Low-status Students and Youth.” Unpublished document. [WWW page, URL]: www.academia.edu

Stanton-Salazar, Ricardo D. 2011. “A Social Capital Framework for the Study of Institutional Agents and of the Empowerment of Low-status Youth.”  Youth & Society 43 (3): 1066-1109.

This article builds on a sociological account of working-class minority youth development and differential access to social capital—defined in terms of key resources and support provided by institutional agents (Stanton-Salazar, 1997, 2001, 2004). The article elaborates on the concept of institutional agents— specifically, high-status, non-kin, agents who occupy relatively high positions in the multiple dimensional stratification system, and who are well positioned to provide key forms of social and institutional support.The article focuses on the kinds of institutional support such agents are able to provide, and on the multiple and simultaneous [help-giving] roles assumed by those who provide this support. Drawing from empowerment theory in critical social work, the article provides a discussion about manifesting one’s capacity as an institutional agent in ways that not only entails providing key resources, but also that enables the authentic empowerment of the student or young per- son. Influenced by Freirean philosophy, the article makes a critical distinction between “widening the pipeline” and “changing the world.”

A thought-provoking collection of essays about transcending cultural borders *Best Books of 2011 by The Hispanic Reader *Bronze Award for Essays, ForeWord Review's Book of the Year Awards *2 nd Place for Best Biography in English, International Latino Book Awards "On good days I feel I am a bridge. On bad days I just feel alone," Sergio Troncoso writes in this riveting collection of sixteen personal essays in which he seeks to connect the humanity of his Mexican family to people he meets on the East Coast, including his wife's Jewish kin. Raised in a home steps from the Mexican border in El Paso, Texas, Troncoso crossed what seemed an even more imposing border when he left home to attend Harvard College. "I was torn," he writes, "between the people I loved at home and the ideas I devoured away from home." Troncoso writes to examine his life and to create meaning from the disparate worlds he inhabits and the borders he has crossed. In "Letter to My Young Sons," he documents the terror of his wife's breast cancer diagnosis and the ups and downs of her surgery and treatment. Other essays explore interfaith marriage and evolving gender roles as Troncoso becomes a husband and father. A Christmas vacation in Ysleta leads to a severe argument with his father and reflection about machismo and independence within immigrant families. In "Fresh Challah," Troncoso explores the impact his wife's Jewish heritage and religion have on his Mexican-American identity.

This article presents an action research study conducted in an English for speakers of other languages (ESOL) newcomer classroom. The author engaged in meaningful teacher research to learn about the importance of exploring the topics of moral values and behavior through the lens of English learners (ELs). The reading project was carried out during seven instructional days, and participants had the opportunity to learn English while engaging in purposeful discussions that revealed their cultural similarities and differences. The findings suggest that, from the participants' point of view, moral values and behavior are topics that should be learned in the household and enforced at school. However, participants also agreed that addressing these topics in the ESOL classroom is beneficial for those classmates with discipline challenges at school. In addition, data reveal important themes to consider when teaching reading to newcomer ELs.

Unconscious mental processes (such as the automatic activation of racial stereotypes) can lead to such phenomena as negative pygmalion effects and stereotype threat, both of which directly interfere with black students' academic success, thus widening the racial achievement gap. Because stereotype activation occurs automatically and outside of conscious awareness, there is the disturbing possibility that nothing can be done to fully mitigate its harmful effects. It is proposed, however, on the basis of recent cross-disciplinary research, that by expending deliberate effort along the personal, instructional, and environmental dimensions, conscientious teachers can counteract these effects and help close the achievement gap.

The study explores the counterstories of Latinx youth participants in a court diversion program. The Esperanza program works to re-integrate Latinx youth back into the educational system as a way to divert them from the juvenile justice system. This narrative qualitative research study included 33 interviews with youth participants, parents, program staff, and other stakeholders using Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) as theoretical frameworks. The youth were referred to the Esperanza program, engaged with the program, changed their thinking, and transformed their lived experiences. In particular, they created their own counterstories about immigration and identity. The findings of this study are significant because they provide examples of Latinx youth needs that are not being offered in their current educational system.

Background/Context: Schools have attempted to address stratification in black and Latino students’ access to higher education through extensive reform initiatives, including those focused on social supports. A crucial focus has been missing from these efforts, essential to improving the effectiveness of support mechanisms and understanding why they have been insufficient: how students experience these reforms.

Purpose: How can the social context of schools keep underrepresented minority students on track to transition to college? This study investigates how students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might positively affect their transition to four-year colleges.

Research Design: Using a mixed-methods case study design, this three-year study examined students’ educational pathways in a Chicago charter high school. Data collection methods included ethnographic fieldwork, interviews, and a longitudinal survey. Supplemental secondary data sources were utilized to contextualize the case study.

Analysis: Interview transcripts and field notes were transcribed and coded to examine variation in students’ experience of their social context and their college transition plans. To contextualize these findings, the author utilized descriptive, associative, and logistic regression techniques to analyze quantitative data from the case study survey and corresponding city and national datasets.

Findings: The school’s organization facilitated academic, social, and college preparatory support through structured relationships. Notwithstanding, there was notable within-school variation in students’ transitions to college. Students in this urban charter school often experienced multiple obstacles that interfered with the college ambitions they generally shared with their families and school peers. School regard is a mechanism identified in this study as central to students’ transition success. Students’ perceptions of their teachers’ and their peers’ regard for their capacity for educational success was associated with their persistence through the transition to college in the face of academic, socioeconomic, and other challenges.

Conclusions/Recommendations: This study demonstrates the effort and engagement underrepresented students expend in the effort to become college-ready, and the risk for burnout as a result of both academic and non-academic hardships during their high school years. School regard may mitigate these effects. Mere expectations for college appear insufficient in the current access-for-all climate. Rather, it is important that students perceive value and esteem for their potential from school faculty and peers, sustaining their ambitions through the obstacles they encounter in high school and expect in college.

Utilizing a mixed-methods sequential explanatory design, the purpose of this study is to better understand the relationship between racial microaggressions in the college environment and students' academic motivation, and how it impacts first-year Latino students' retention in STEM. By combining research on racial microaggressions and academic motivation, there is opportunity to develop a better understanding of why Latino students enter with strong intent to major in STEM, but fail to persist. Rather than focusing on individual student's characteristics as a deficit, I focus on the college environment. Three research questions are explored: Are motivational beliefs impacted by racial microaggressions experienced by first-year Latinos in STEM-related majors? What types of incidences do students identify as discrimination? For students with high-perceived discrimination/low academic motivation, what is the impact on intent to persist in a STEM-related major? Data are collected through three waves of survey responses and purposeful follow-up interviews using a theory-building sampling strategy.

Background: In schools, a major obstacle to drawing on emergent bilingual students' knowledge and skills in their first language is a widespread lack of awareness about language use among adolescent English learners, including how peer talk can connect knowledge and abilities in both languages to school-based learning. Although research often acknowledges the importance of engaging students' home language and culture to bridge to academic litera-cies in English, few have explicitly examined bilingual peer talk as a resource for language learning during adolescence.

Do traditional, agrarian values put minority culture children at a disadvantage in North American schools? The available results are mixed. In this chapter we attempt to “unpack” some the effects of traditional Latino family values on their children’s early school adaptation and achievement. Our research suggests that agrarian-origin values, which differ from academic-occupational orientation of school personnel, do not necessarily work to the disadvantage of students. On the contrary, under certain conditions, these values may be complementary to those of the school and in fact serve to support educational adaptation and achievement. A key to our findings and analyses is the concept of educación beliefs among the parents in our sample. Not all strongly endorsed cultural beliefs are instantiated in ways that impact children’s experiences and development. Some cultural beliefs lead to instantiation into everyday routines of families, while others seem to be readily available, expressed, and endorsed but not reliably acted on (D’Andrade & Strauss, 1992). Those beliefs that are instantiated into the daily routine are more likely to produce detectable effects on children’s development, a conclusion supported by cross cultural evidence (Weisner, 1984).

This article discusses the development of Knowledge River, a program at the University of Arizona School of Information Resources and Library Science established through several Institute of Museum and Library Services grants designed to recruit Latino and Native American students to the library and information science (LIS) profession. Knowledge River (KR) was designed as a national model for increasing diversity in information organizations and LIS programs. The article describes the KR model and elements of the program that have increased its success. Included are participation in a residential cohort, real-world library work experiences, and formal mentoring by KR graduates and other ethnic minorities in the field. Knowledge River has served as a catalyst for increasing awareness of diversity issues and multiple perspectives in addressing issues in the LIS field. Knowledge River has also resulted in a requirement that all LIS students enroll in at least one diversity course. This article also provides a retrospective analysis of the KR model and presents a theoretical framework for developing future LIS diversity programs such as KR.

To comply with ideals of multiculturalism and diversity, postsecondary institutions incorporate Latino students into distinct campus cultures. These cultures influence how students interact with one another, the university community at large, and communities outside of campus, ultimately shaping how students inhabit Latino politics. Drawing on data from 20 months of ethnographic fieldwork with six student organizations and 60 in-depth interviews, I compare Latino student organizations in a liberal arts college, a research university, and a regional public university. Building on inhabited institutional theory, I identify dimensions of campus cultures that work in interaction with students to produce three divergent forms of ethnic political expression: deliberative, divisive, and contentious. Inhabited institutionalism helps explain why Latino politics takes distinct forms in specific academic contexts and suggests that strong collegiate incorporation may paradoxically serve to suppress Latino student engagement in political activism outside the campus gates.