id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
amae-111	McGinnis, Theresa Ann; Garcia, Andrea	The Road to Freedom”: How One Salvadoran Youth Takes an Agentive Stance to Narrate the Self Across Time and Space	2012-05-01	Association of Mexican American Educators Journal; Vol. 6 No. 2 (2012): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/111/102	In this article, we use narrative theory to analyze and discuss how one Salvadoran youth, Thomas, constructed three different yet overlapping narratives, including a digital story, on his family’s movement across borders. We describe how each telling of his narratives is situated in time and space, where Thomas reveals his understandings of current social, political and hegemonic forces. Further, we demonstrate how Thomas is taking an agentive stance countering U.S. national anti-immigrant narratives that position Latino immigrants unfavorably. We suggest that narratives and digital technology offer Latino youth a vehicle to become theorists of, and change agents of their own and of others’ worldviews. 
oai:ojs2.10.243.4.117:article/112	Consoli, Melissa L. Morgan; Consoli, Andrés J.; Orozco, Graciela León; Gonzales, Rufus R.; Vera, Elizabeth M.	Barriers Experienced by Mexican Immigrants: Implications for Educational Achievement and Mental Health	2012-05-01	Association of Mexican American Educators Journal; Vol. 6 No. 2 (2012): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/112/103	The adversities faced by Latina/o individuals and their families in the U.S. negatively impact educational outcomes as well as their mental and physical health. These adversities are often related to immigration status and acculturation and include difficulties with immigration, language barriers, and discrimination. Given that recent immigrants often experience many barriers, it is important to understand their perceptions of these barriers and their impacts on their lives and educational opportunities. We investigated barriers (social, individual or environmental phenomena which hinder or restrict normal developmental achievement and educational attainment) in the lives of six, first-generation Mexican immigrants. Participants engaged in one to two hour semi- structured interviews reflecting on their perceptions of stressors, motivation and success in life. Using thematic analysis and grounded theory, the barriers identified include cultural, sociopolitical and social factors such as: life circumstances or cognitive barriers, barriers caused by safety concerns, acculturation or the immigration process, language barriers, and lack of resources. Implications for educators and mental health professionals are discussed.
oai:ojs2.10.243.4.117:article/113	Jimenez-Castellanos, Oscar	Revisiting the Coleman Report: Deficit Ideologies and Federal Compensatory Funding in Low-Income Latino School Communities	2012-05-01	Association of Mexican American Educators Journal; Vol. 6 No. 2 (2012): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/113/104	The essay argues that the Coleman Report helped give credence to contemporary deficit ideologies in education by proclaiming that schools do not make much of a difference in the educational outcomes of students in poverty including Latino communities. Furthermore, the author explores how deficit ideologies influence compensatory funding, in particular Title I, and concludes with recommendations to improve compensatory allotments that reject deficit views for low-income Latino students.
oai:ojs2.10.243.4.117:article/114	Garza, Armando	Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism. Gregorio Hernández-Zamora, England: Multilingual Matters, 2010, 232 pages	2012-05-01	Association of Mexican American Educators Journal; Vol. 6 No. 2 (2012): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/114/105	Hernández-Zamora challenges the present-day assumptions of how literacy and illiteracy are measured among post-colonial Mexican adults who live either in Mexico or the United States. By doing so, he states that literacy should be situated within the society rather than the individual. He frames his research by drawing from sociocultural, dialogical, and postcolonial research and theories. Since Hernández-Zamora’s main thesis is that the development of literacy is promoted or hindered by social conditions, he methodologically uses the “study of communities and the study of individual trajectories of literacy practices across time and space” (p. 31) to describe and understand how those trajectories are marked by social, cultural, and postcolonial factors. This book provides valuable contributions to the sometimes overlooked body of research on literacy and language experiences of poor Mexicans on both sides of the U.S.-Mexico border.
oai:ojs2.10.243.4.117:article/115	Reyes, Martha Alicia	Neltiliztli	2012-05-01	Association of Mexican American Educators Journal; Vol. 6 No. 2 (2012): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/115/106	N/A
oai:ojs2.10.243.4.117:article/116	Nieto, Sonia; Rivera, Melissa; Quiñones, Sandra; Irizarry, Jason	Introduction	2012-08-01	Association of Mexican American Educators Journal; Vol. 6 No. 3 (2012): Charting a New Course: Understanding the Sociocultural, Political, Economic and Historical Context of Latino/a Education	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/116/107	Latino/a students have been educated in U.S. schools for centuries, and still more will be arriving at our schools tomorrow. This reality is but one indication of the multiplicity of experiences that define the long, complex, and troubled history of Latinos/as in U.S. schools. Although they are more visible today than at any other time in our history, the fact remains that the sociocultural, political, economic, and historical context of Latino/a education is hardly known outside the university offices of academics who study it, or of teachers and administrators who teach Latino/a students. Given both the growing number of U.S.-born Latinos/as as well as the dramatically increasing number of newcomers, the need to confront the serious shortcomings of the education of Latinos/as has never been more urgent. In their comprehensive analysis of the education of Latinos/ as in the U.S., Patricia Gándara and Frances Contreras (2009) put it bluntly: “Today,” they write, “the most urgent challenge for the American educational system has a Latino face” (p. 1).
oai:ojs2.10.243.4.117:article/117	Nieto, Sonia; Rivera, Melissa; Irizarry, Jason	The NLERAP Approach	2012-08-01	Association of Mexican American Educators Journal; Vol. 6 No. 3 (2012): Charting a New Course: Understanding the Sociocultural, Political, Economic and Historical Context of Latino/a Education	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/117/108	From the start, NLERAP has been based on two major premises: one is that a sociocultural and sociopolitical approach to learning is more effective than a traditional approach, particularly in the case of populations that have historically been marginalized through their education; and the second is that research is more meaningful and inclusive when it is defined through a participatory action research (PAR) approach. Each is described below.
oai:ojs2.10.243.4.117:article/118	Nieto, Sonia	A Brief Demographic Portrait	2012-08-01	Association of Mexican American Educators Journal; Vol. 6 No. 3 (2012): Charting a New Course: Understanding the Sociocultural, Political, Economic and Historical Context of Latino/a Education	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/118/109	A demographic portrait, with particular emphasis on school-related issues, points to the dire situation of Latino/a education. According to the 2010 Census, the number of Hispanics (the term used in government data) currently was 50,477,594 million, an increase of 43 percent since 2000, making this group the fastest growing of all ethnic/racial groups in the United States (U.S. Census Bureau, 2010). Latinos/as represent 16 percent of the total U.S. population, meaning that they are the largest so-called “minority” group in the nation. Approximately 63 percent of Latinos/as living in the U.S. are of Mexican origin, 9 percent are Puerto Rican, 3.5 percent are Cuban, 3 percent are Salvadoran and 2.8 percent are Dominican, with smaller percentages of other Central American, South American or other Hispanic origin (U.S. Census Bureau, 2010).
oai:ojs2.10.243.4.117:article/119	Cammarota, Julio; Moll, Luis; Gonzalez, Maria; Cannella, Chiara	Sociocultural Perspectives on Interpersonal Relationships in Schools	2012-08-01	Association of Mexican American Educators Journal; Vol. 6 No. 3 (2012): Charting a New Course: Understanding the Sociocultural, Political, Economic and Historical Context of Latino/a Education	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/119/110	This incident happened in my junior year: I got into a confrontation with another girl and ended up getting suspended during the process. While I was still at school, I was taken into a counselor’s office and was introduced to Ms. Costello. We started talking and found out that we had a lot in common. Our moms died about the same year, and I remember her saying “Oh, now I’ll never forget you!” And she took a post note, wrote my name on it and stuck it on her computer. A lot of things were happening in my life at that time so, yes, it made me put a smile on my face.
oai:ojs2.10.243.4.117:article/11	Hernandez, Alfonso	MANIFESTO II: Education	2007-02-01	Association of Mexican American Educators Journal; Vol. 1 No. 1 (2007): AMAE Journal 2007	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/11/9	N/A
oai:ojs2.10.243.4.117:article/120	Nieto, Sonia; Irizarry, Jason	Instructional Practices and Approaches	2012-08-01	Association of Mexican American Educators Journal; Vol. 6 No. 3 (2012): Charting a New Course: Understanding the Sociocultural, Political, Economic and Historical Context of Latino/a Education	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/120/111	In Guererra’s class, I feel important. Like, he cares that I’m there and stuff . . . I don’t feel like he is pushing me out like the other ones. Like the other teachers are so negative. They are like, “if you miss one more day, you won’t graduate.” He’s not like that. He has *never* said that to me, ever. He’s just, “Mija, make sure that you are doing something” you know, trying to help me... I feel like I do better because [Mr. Guererra] cares. That’s one of the main things, why I like the class, ‘cause he’s not just there to get paid . . . . It’s different in that class. Like, you feel way more um, important, than just a student in the class.
oai:ojs2.10.243.4.117:article/121	Valenzuela, Angela; Garcia, Emmanuel; Romo, Harriett; Perez, Beatrix	Institutional and Structural barriers to Latino/a Achievement	2012-08-01	Association of Mexican American Educators Journal; Vol. 6 No. 3 (2012): Charting a New Course: Understanding the Sociocultural, Political, Economic and Historical Context of Latino/a Education	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/121/112	Luz María was a female Mexican immigrant in the all-English, regular track in a Houston, Texas high school. She worked after school as an apprentice in a flower shop. As a gifted musician and an A and B student in her senior year with a 3.0 grade point average, she was set to be the first of her entire extended family to have ever attended college. Luz and her group of musician friends had all planned to leave home together to attend Texas State University in San Marcos, Texas. Leaving home as part of a group was the only way her parents would agree to the idea of her going to a college outside of her home town. However, Luz’s plans were derailed when she failed to pass Texas’ standard exit exam after multiple attempts. Even after taking remedial test- prep courses for two consecutive semesters, Luz failed the reading portion of the state exam. Luz María not only lost the opportunity to go to college, but she also never graduated from high school despite having earned all of her credits and otherwise meeting the necessary course- related requirements for graduation.
oai:ojs2.10.243.4.117:article/122	Nieto, Sonia; Riviera, Melissa; Quiñones, Sandra	Connecting the Interpersonal, Instructional, and Institutional Contexts	2012-08-01	Association of Mexican American Educators Journal; Vol. 6 No. 3 (2012): Charting a New Course: Understanding the Sociocultural, Political, Economic and Historical Context of Latino/a Education	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/122/113	As discussed throughout this paper, many institutional and instructional strategies can facilitate higher achievement among Latino/a students. Many of these are effective partly because of the relationships they foster. But we also want to point out a few concrete examples of supportive constructive relationships. The common thread in these examples is how the school affirms the students’ home cultures and ethnicity. When students witness the validation of their culture within the educational process, they connect their home or community identities with an academic identity. Most importantly, the cultural substance of their identities feeds and sustains an academic persona, which in turn promotes strong school-oriented relationships among peers, teachers, and parents. The outcome is engaged and interested students who feel their culture is not a deficit but a benefit to their academic achievement.
oai:ojs2.10.243.4.117:article/123	Nieto, Sonia; Riviera, Melissa; Quiñones, Sandra; Irizarry, Jason	Conclusion and Recommendations	2012-08-01	Association of Mexican American Educators Journal; Vol. 6 No. 3 (2012): Charting a New Course: Understanding the Sociocultural, Political, Economic and Historical Context of Latino/a Education	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/123/114	As we have seen throughout this paper, the education of Latino/a students is in crisis. At the same time, based on our review of promising practices and creative projects, we also believe that this is a time of great opportunity. There are a number of areas that are especially crucial in improving the education of Latinos/as. Based on our critical synthesis of the literature, in what follows, we briefly address what we see as positive future directions in four broad areas: teacher preparation for diversity, services for ELL and immigrant students, family outreach and community engagement, and school, state, and federal policies and practices.
oai:ojs2.10.243.4.117:article/124	Rodriguez, James L.; Boutakidis, Ioakim P.	The Association Between School Engagement and Achievement Across Three Generations of Mexican American Students	2013-02-01	Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/124/115	The study examined the relation of cognitive and emotional engagement and academic achievement across three generations (immigrant, children of immigrant parent(s), non-immigrant) of 474 Mexican American adolescent students attending a junior high school in Southern California. Regression analysis revealed a generational shift in regards to the specific academic engagement components that predicted grade point average (GPA). Cognitive engagement was a positive predictor of GPA for first-generation students while both cognitive and emotional engagement were positive predictors for second-generation students. Meanwhile, only emotional engagement positively predicted GPA for third-generation students. Educational responsiveness is utilized as a conceptual framework to understand, interpret, and discuss the study findings. Implications for the development and implementation of policies and practices for Mexican American students responsive to this generational shift are discussed.
oai:ojs2.10.243.4.117:article/125	Arreguín-Anderson, María G.; Ruiz, Elsa Cantu	Looking for Science and Mathematics in all the Right Places: Using Mobile Technologies as Culturally-Sensitive Pedagogical Tools to Capture Generative Images	2013-02-01	Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/125/116	The exploration into cultural practices occurring in households has become more fluid and transparent process thanks to the presence of mobile technologies that allow members of a group to capture daily occurrences. This case study explored ways in which three Latino preservice teachers used mobile devices to discover connections between scientific/mathematical knowledge generated in their household and the academic curriculum. Through reflection and dialogue, three prospective Latino teachers were prompted to transform the focus of their exploration.The findings indicate that through prompted praxis our participants discovered science and mathematical connections in cultural practices emerging from their household.
oai:ojs2.10.243.4.117:article/126	Kouyoumdjian, Claudia; Guzmán, Bianca L.	Sex Education Justice: A Call for Comprehensive Sex Education and the Inclusion of Latino Early Adolescent Boys	2013-02-01	Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/126/117	Many sex education programs do not conceptualize adolescent sexuality as a normative process of development, thus sexuality is not part of a holistic picture of health education.The current project examines the multiple determinants of adolescent boys’ sexual behaviors in the context of developing sex education. Limited research has examined the simultaneous influence of individual, peer, partner, and parent factors on adolescent’s sexual behaviors. Results suggest that adolescents’ substance use and self-efficacy were strong predictors of boys’ sexual behaviors. Moreover, while parental and peer communication were not significant predictors, partner communication significantly influenced the number of sexual behaviors. Overall, the results of the study suggest that comprehensive sex education programming could benefit from having multiple outcome goals that address the dual influence of substance use and risky sex, while including partners in fostering positive adolescent sexual health.
oai:ojs2.10.243.4.117:article/127	Fujimoto, María Oropeza	Resisting the Dominant Narrative: The Role of Stories in Latina Educational Success	2013-02-01	Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/127/118	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.
oai:ojs2.10.243.4.117:article/128	Zambo, Debby; Hansen, Cory	Using Literacy to Understand Mexican Boys’ Perspectives of Life	2013-02-01	Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/128/119	Many nine- and ten-year-old boys find reading interesting but begin to feel insecure about themselves as readers and avoid reading whenever they can. Reading avoidance starts early and for many boys, especially those of color living in poverty, fourth grade seems to be the time when this downward spiral begins. National and state assessment data consistently and currently indicates a gap and stall in the reading achievement of male Latino and English Language Learners living in poverty. However, as Weaver-Hightower (2008) notes, when educators talk about boys and their literacy achievement, they must not only ask which boys are failing but must also ask why? The goal of this study was to answer the why to Weaver-Hightower’s questions for Mexican boys living in Phoenix, Arizona in the early part of 2010. Toward this goal, we established a fourth grade boys’ book club in a neighborhood which presented many challenges for its inhabitants but especially for the Mexican boys who were learning English at their local school. Immigration sweeps and State Bill 1070 permeated their lives and skewed their vision of academic and social success. Regardless, our book club members emerged as tolerant, courageous, and generous individuals who do enjoy reading but too often find themselves reading alone. From these findings implications for educators are provided.
oai:ojs2.10.243.4.117:article/129	Saldaña, Lilliana P.	Teachers’ Memories of Schooling: The Sociocultural Injuries and the Mis-Education of Mexican Teachers in the Barrio	2013-02-01	Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/129/120	Relying on life history and memory as methodology, this essay unearths the memories of schooling of five Mexican American teachers at a dual-language school in San Antonio, locating their memories of trauma within the history of language oppression and cultural exclusion in U.S. public schools. In re(membering) their schooling experiences as working-class, Spanish-speaking, racialized students in San Antonio’s segregated Westside, teachers pointed to schools as the source of their miseducation and trauma and framed these experiences within a shared history of institutionalized language oppression and educational inequality. Historias, semi-structured life history interviews, and conocimiento—reflexive and dialogical focus groups—reveal that teachers’ memories of racialized cultural violence in schools are central to their personal and professional identity formation.As ethnic/ race teachers with embodied knowledge of racialized cultural violence, they transform the culture of schooling for Mexican origin students as they move within the dialectic of domination and empowerment in their everyday teaching practices.
oai:ojs2.10.243.4.117:article/12	Arenas, Rosie	Telling Our Stories Using Chicano Literature for Children and Young Adults as a Means of Promoting Cultural Awareness and Self-Worth	2008-02-01	Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/12/10	My grandmother Josefa Alcaraz was born on a little ranch called La Viga near Puruándiro, Michoacán, México in 1899. After her father died, my grandmother, her four sisters and mother left México to come to the United States. Many people from Michoacán began traveling north to the United States during the revolution in México that began in 1910. They would travel in groups and only during the night, since it was too dangerous to be seen during the day by the troops of men that would travel across the land. During the day, they would rest. They traveled for many, many nights walking over a thousand miles until they got to the border at Juárez, Chihuahua. Even though people could cross the border freely from México into the United States by paying 2¢ to cross the bridge, Josefa and her family went into the river and crossed the Río Grande into El Paso, Texas because they did not have enough money to pay for the entire family. Within a few years, Josefa met Gregorio Arroyo and they were married. (Arenas, 2002, p. 3)
oai:ojs2.10.243.4.117:article/130	Cortez, Eden	The Latino Education Crisis: The Consequences of Failed Social Policies (2010). Cambridge, Massachusetts: Harvard University Press. By Patricia Gándara and Frances Contreras	2013-02-01	Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/130/121	N/A
oai:ojs2.10.243.4.117:article/131	Santos, Carlos; Menjivar, Cecilia	Youths’ Perspective on Senate Bill 1070 in Arizona: The Socio-emotional Effects of Immigration Policy	2013-05-01	Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/131/122	This article builds on previous research conducted by Santos, Menjívar & Godfrey (2013) and draws on a study conducted with racially and ethnically diverse early adolescents.This research explores youths’ awareness of Senate Bill 1070 in Arizona, and how affected they are by the passage of this bill. Wave I (N = 726; Mage = 12.4 years; SD = .97) results revealed an indirect relation between awareness of SB1070 and self-esteem via American identity. Wave II (N = 1025; Mage = 12.1 years; SD = .98) results revealed a positive association between awareness of SB1070 and youths’ engagement in risky behavior. Results also revealed a negative association between youths’ report of being affected by SB1070 and their ability to regulate their emotions in the classroom. Finally, results revealed a positive association between youths’ report of being affected by SB1070 with youths’ perceptions of ethnic-based discrimination by authorities and teachers. Implications of these findings are discussed.
oai:ojs2.10.243.4.117:article/132	Faltis, Christian	Language, Language Development and Teaching English to Emergent Bilingual Users: Challenging the Common Knowledge Theory in Teacher Education & K-12 School Settings	2013-05-01	Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/132/123	Popular views about language and how children and youth learn language are based mainly in cognitive approaches in support of a common knowledge theory of language development. This common theory feeds into the efforts to increase teacher and learner accountability as measured on narrow assessments of what it means to use language well and in academic contexts. I show how certain scholarship supports popular view of language and of first- and second-language development, and explore further the connections between the common theory and educational policies for teaching emergent bilinguals students and English learners. The article concludes with a discussion of alternative approaches to language and bilingualism, and particularly, what these alternatives mean for teacher education and practicing teachers who teach emergent bilinguals and English learners across disciplines. Alternative approaches include arguments for language learning as a complex adaptive system in which language emerges from localized practice, self-organizes in unpredictable ways, and co-adapts in a nonlinear fashion depending on the kinds of interpersonal interactions learning bring to and are afforded by practices. 
oai:ojs2.10.243.4.117:article/133	Hernandez, Donald J.; Napierala, Jeffrey S.	Early Education, Poverty, and Parental Circumstances among Hispanic Children: Pointing Toward Needed Public Policies	2013-05-01	Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/133/124	This article presents findings from two research projects concerning the educational achievement and well-being of Hispanic children. The first set of findings is from the first-ever study to calculate high school graduation rates for children with different levels of reading skill in third grade, by race-ethnicity and poverty experience. This research analyzes data from the 1979 National Longitudinal Survey of Youth (NLSY79) and is funded by the Annie E. Casey Foundation. The second set of findings draws on indicators from the Foundation for Child Development’s Child Well-Being Index (CWI), which is the nation’s most comprehensive measure of the overall well-being of children. Results for these indicators presented here measure poverty, median family income, Prekindergarten enrollment, and NAEP fourth-grade reading test scores (for data sources, see Hernandez & Napierala, 2012). Additional indicators measure parents’ educational attainments and fluency in speaking English. Finally, policy and program initiatives are recommended to improve the educational achievement and outcomes of Hispanic and other children, and to increase the economic security and well-being of their families.
oai:ojs2.10.243.4.117:article/134	de Jong, Ester	Preparing Mainstream Teachers for Multilingual Classrooms	2013-05-01	Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/134/125	Increasingly, mainstream teachers rather than specialist language teachers (English as a Second Language, bilingual teachers) are expected to work with English language learners (ELLs) in their classrooms. This reality has drawn attention to the quality and content of the teacher preparation for this group of ELL teachers. Situated within this framework, this article problematizes an acceptance of mainstream classrooms as English-only, monolingual learning environments in mainstream teacher preparation. While English is the dominant medium of instruction in mainstream classrooms, a monolingual approach is problematic as it fails to draw attention to the role that ELLs’ native language resources play in learning.The article thus advocates for ensuring that mainstream teachers embrace and know how to engage in bilingual practices, broadly defined. 
oai:ojs2.10.243.4.117:article/135	Jimenez-Silva, Margarita; Cheatman, Gregory A.; Gomez, Laura	Views from Inside a Pediatric Clinic: How Arizona’s Political Climate Has Impacted Arizona’s Youngest Latino Learners	2013-05-01	Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/135/126	It is critical that we examine impacts that recent immigration policies such as SB1070 are having on Arizona’s youngest Latino learners.The large number of Latinos under the age of five, and the impact that this upcoming generation of Latinos will have on all aspects of life in Arizona merits a closer look. In this qualitative study, we examined the perspectives of five adults working in an Arizona pediatric clinic (i.e., “Pediatrics Plus”). The themes of fear and community tension which arose throughout the interview data demonstrate that the health of our youngest learners as well as their access and ability to attend extended learning opportunities provided by community partners such as Pediatrics Plus, is being impacted by the wider anti-immigrant policies in Arizona. By taking a comprehensive approach using Bronfenbrenner’s ecological theory to examine the health and enrichment opportunities of Arizona’s youngest learners and how recent policies can impact young learner’s development, we can work with other stakeholders to improve their opportunities for healthier minds and bodies, for academic success, and for a brighter future.
oai:ojs2.10.243.4.117:article/136	de la Cruz, Yolanda	Implementing Educational Language Policy in Arizona-Legal, Historical and Current Practices in SEI M. Beatriz Arias and Christian Faltis, New York: Multilingual Matters, 2012, 181 pages	2013-05-01	Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/136/127	Implementing Educational Language Policy in Arizona-Legal, Historical and Current Practices in SEI, presents a critical examination of Arizona’s restrictive language policies as they influence teacher preparation and practice by bringing together scholars, researchers, and educators. The two editors of Implementing Educational Language Policy in Arizona, Beatriz Arias and Christian Faltis have a significant and substantial trajectory in the area of instructional policy of English learners. They have compiled a volume of chapters that provides us with a multidimensional analysis of the implementation and impact of state prescribed educational policies and their impact on language minority students in Arizona. These language-learning experts expose the effects of one state with the educational authority to impose educational policies that prescribes structured English immersion as the only model for instruction of language minorities. They reveal, layer-by-layer, the consequences of the Structured English Immersion (SEI) model and how it prescribes the complete segregation of English learners for four hours a day from English speakers and academic content for a minimum of one year. Furthermore, the book exposes the limited educational practices available to educational administers, teachers, and parents in determining opportunities for English learners resulting from the mandatory and restrictive language for instructional practices.
oai:ojs2.10.243.4.117:article/137	Jimenez-Silva, Margarita; Alarcon, Diana; Gomez, Laura	Where I'm From	2013-05-01	Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/137/128	N/A
oai:ojs2.10.243.4.117:article/138	Cortez, Jesus	Northbound Letters; Incarcerated King	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/138/129	N/A
oai:ojs2.10.243.4.117:article/139	Giroux, Henry	Punishing Youth and Saturated Violence in the Era of Casino Capitalism	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/139/130	N/A
oai:ojs2.10.243.4.117:article/13	Lavadenz, Magaly	Visibly Hidden: Language, Culture and Identity of Central Americans in Los Angeles	2008-02-01	Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/13/11	N/A
oai:ojs2.10.243.4.117:article/140	Pantoja, Alicia	Reframing the School-to-Prison Pipeline: The Experiences of Latin@ Youth and Families	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/140/131	N/A
oai:ojs2.10.243.4.117:article/141	Annamma, Subini	Undocumented and Under Surveillance	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/141/132	Using data collected from a larger qualitative study that explored the educational trajectories of young women of color with disabilities through the School to Prison Pipeline, this empirical case study focuses on how one student’s undocumented status impacted her education in juvenile justice. Research has begun to provide us with statistics about the Pipeline; however, there is still very little known about the actual experiences of students. Using a combination of interviews, observations, and document analysis, I collaborated with an undocumented Latina labeled with an emotional disability to share how her intersectional identities impacted her experiences juvenile justice.
oai:ojs2.10.243.4.117:article/142	Krueger-Henney, Patricia	Co-Researching School Spaces of Dispossession: A Story of Survival	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/142/133	Through combining the methodology of portraiture with the epistemological stance of youth participatory action research, this article positions Latino/a youth as experts with their encounters with the school-to-prison pipeline. This article examines what it’s like to live within the tight and probational spaces of criminal justice-based school discipline practices. Following the journey of a Black Dominican female high school student, the data from this New York City-based youth participatory action research project find three specific processes of dispossession through which Latin@ youth are profoundly affected by the school-to-prison pipeline: institutional abandonment as disinvestment in young people’s personhood, social isolation, and deprivation of agency and self- control. 
oai:ojs2.10.243.4.117:article/143	Rios, Victor M.; Galicia, Mario G.	Smoking Guns or Smoke & Mirrors?: Schools and the Policing of Latino Boys	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/143/134	One October morning in 2009, as one of the authors of this article, Mario Galicia, was driving to a local high school where we were collecting field notes, surveys and interviews for a larger research project following gang-associated youths across institutional settings, he received a phone call from Richard, the gang- intervention program coordinator for the youths whom we were studying. Richard asked Mario to meet him across the street in a supermarket parking lot, instead of the usual meeting place on campus. He exclaimed, “The campus has been placed on lockdown!” Upon arriving, Mario noticed that the shopping center parking lot was filled with a dozens of middle-aged white adults, mostly females in mini-vans and a handful in luxury sedans. Two local television news vehicles were also at the scene. Most of the people in the parking lot looked distraught as they stared towards the school. One of the white women was crying hysterically as she talked on the phone. “I think there is a shooter in the school...I don’t know what to do!” She was the mother of one of the students at the school.
oai:ojs2.10.243.4.117:article/144	Nuño, Luis F.	“‘Whisper to a Scream’: The Collateral Consequences of Parental Incarceration”	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/144/135	“We have seen that, in penal justice, the prison transformed the punitive procedure into a penitentiary technique; the carceral archipelago transported this technique from the penal institution to the entire social body.” (Foucault, 1977, p. 198)
oai:ojs2.10.243.4.117:article/145	Orozco, Richard	White Innocence and Mexican Americans as Perpetrators in the School-to-Prison Pipeline	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/145/136	This essay discusses white innocence as a mechanism that may contribute to perceptions of Mexican Americans as perpetrators. These perceptions are crucial to ways teachers and administrators respond to student actions as the initial steps in the school-to-prison pipeline. Specifically, this work reviews the rhetoric of white innocence in a high school U.S. History curriculum map and outlines how this rhetoric constructs Mexican Americans, and other people of color, as threats or perpetrators to the innocence of whiteness. The consequence of perceiving Mexican Americans as perpetrators may mediate teacher and administrator reactions to student behaviors and ultimately to initiation of the school-to-prison pipeline.
oai:ojs2.10.243.4.117:article/146	Fujimoto, Eugene; Garcia, Yvonne; Medina, Noemy; Perez, Eduardo	Alternatives to the School-to-Prison Pipeline: The Role of Educational Leaders in Developing a College-Going Culture	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/146/137	As the largest and fastest growing racial/ethnic group in the country, Latin@ educational success is a national priority. In the Los Angeles Unified School district, the country's largest, high school graduating rates for Latin@s hover at near 40%. Examining this institutional and societal tragedy through the school-to-prison pipeline has yielded crucial insights. Less understood are alternatives to the school-to-prison pipeline and the vital role of educational leaders. This qualitative study of principals and counselors in Southeast Los Angeles schools asks: What is the relationship between the ‘school-to-prison pipeline’ and the lacking of a ‘college going culture’ in underserved communities? How do educational leaders perceive their role in creating a “college-going culture” in largely underserved, ender-resourced communities? Among the findings is the continued existence of deficit explanations of school failure and the need for school-community partnerships to move toward more asset- based frameworks.
oai:ojs2.10.243.4.117:article/147	Quinones, Sandra	Victor M. Rios, Punished: Policing the Lives of Black and Latino Boys, New York, NY: New York University Press, 2011, 218 pages, ISBN 978-0-8147-7638-4, $21.00 (Paperback).	2013-08-01	Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/147/138	Victor M. Rios’s Punished: Policing the Lives of Black and Latino Boys is a timely and worthy book for readers interested in gaining a multiple-layered understanding of the lives of policed young people in Oakland, California. It is also instrumental for readers examining issues relevant to the school-to-prison pipeline in the United States. But more importantly, Punished is a book that can be purposefully used in education courses as part of efforts to critically examine interactions between youth, schools, and their communities. 
oai:ojs2.10.243.4.117:article/148	Faltis, Christian J.; de Jong, Ester J.; Ramírez, Pablo C.; Okhremtchouk, Irina S.	Introduction	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/148/139	An Introduction to Critical Issues in Teacher Education: Building a Bridge between Teacher Education and Latino English Language Learners in K-12 Schools
oai:ojs2.10.243.4.117:article/149	Prieto, Linda	Conciencia con Compromiso: Aspirantes as Bridges for Latin@ Bilingual Learners	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/149/140	The study examined the influence of culture on the desire of a group of six aspirantes (Spanish/English bilingual education teacher candidates) from Texas to become bilingual education teachers of Latin@ bilingual learners. Chicana/Latina feminist thought is utilized as a lens to understand the role teacher education programs can play in helping teacher candidates explore their cultural backgrounds and critically assess hierarchical systems of oppression. Incorporating Latina teacher candidates’ cultural resources in teacher education programs can prove beneficial in preparing all teachers to meet the strengths and needs of Latin@ bilingual learners.
oai:ojs2.10.243.4.117:article/14	Romandia, Mona	Case Studies of Minority Students in a Transitional Bilingual Education Program (Continues)	2008-02-01	Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/14/12	Mona Romandia previously submitted for our consideration her master’s thesis, Case Studies of Minority Students in a Transitional Bilingual Education Program, which was an extensive study on four of her former students. Only a portion of her work was published in the 2007 edition of The AMAE Journal. In this issue of the AMAE Journal, a second case of her study, Alex, is presented.
oai:ojs2.10.243.4.117:article/150	Okhremtchouk, Irina; González, Taucia	Meeting the Needs of English Language Learners: Perspectives from Arizona’s Latino/a Teachers	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/150/141	It has been long established that Latino/a teachers have unique capacities to advance educational trajectories for their English language learner (ELL) students. However, while the Latino/a ELL student population continues to expand in numbers, the number of Latino/a teachers entering the teaching profession remains small. In this empirical research study, we center our attention on Arizona’s Latino/a teachers, their pre-service trajectories, and in-service experiences with ELLs. Specifically, we asked participants to reflect on their experiences during pre-service preparation and in-service practices as these relate to students who are learning English. We conclude this article with a number of salient themes, which further confirm the possibility that Latino/a teachers are an imperative necessity to improving academic experiences for ELLs, especially in Arizona.
oai:ojs2.10.243.4.117:article/151	Garza, Armando; Langman, Juliet	Translanguaging in a Latin@ Bilingual Community: Negotiations and Mediations in a Dual-Language Classroom	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/151/142	Considering a Latin@ fifth-grade dual-language classroom (Spanish/English) as a community of practice, this paper explores how a bilingual teacher and her bilingual students, as members of such community, utilize translanguaging (García, 2009) as a learning and teaching tool in social studies and science classes. In this particular classroom, the science curriculum is taught in English, whereas social studies is taught in Spanish. Using sociocultural theories of learning and development (Vygotsky, 1978); “anthropolitical linguistics” (Zentella, 1997); and the Community of Practice (Lave & Wenger, 1991) approach as theoretical frames, we examined and analyzed linguistic instances as they occurred within natural classroom discourse in the two subject-classes. Findings suggest that translanguaging is present within the intersection of a conceptual and pedagogical tool that allows fluidity and movement of the teaching and learning process and maximizes the co-construction of meaning; in doing so, translanguaging identities are being practiced. Some implications for teachers and teacher education programs are presented.
oai:ojs2.10.243.4.117:article/152	Dow, Rosalie Rolón; Chen, Lei	Developing Linguistically Responsive Teachers: Learning through Latino/a Student Stories	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/152/143	To develop dispositions essential to linguistically responsive teaching (Lucas & Villegas, 2011), preservice teachers need opportunities to engage in reflection and dialogue about the sociocultural and sociopolitical dimensions of identity, language and culture pertinent to Latino/a English language learners. In this article, we present two profiles of linguistically diverse students, highlighting linguistic and cultural elements present in their stories. These profiles of individual English language learners are useful because they personalize the experiences of students and they bring questions and themes relevant to linguistic diversity into the teacher education curriculum. We argue that profiles of students, either presented to preservice teachers in classes or developed as a result of field experiences can help preservice teachers to better understand linguistically diverse students and to develop orientations conducive to meeting the needs of these students.
oai:ojs2.10.243.4.117:article/153	Nasir, Ambareen; Heineke, Amy J.	Teacher Candidates and Latina/o English Learners at Fenton Elementary School: The Role of Early Clinical Experiences in Urban Teacher Education	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/153/144	This study investigates how early clinical experiences impact teacher candidates’ learning and experiences with Latina/o English learners in a field-based program housed in a multilingual, urban elementary school. We draw on multiple-case study design and use discourse analysis to explore cases of three candidates. Findings reveal exploration of additive language policies, use of cultural tools in academic contexts, and linguistic validity in assessments.
oai:ojs2.10.243.4.117:article/154	Ochoa, Alberto M.; Brandon, Regina; Cadiero-Kaplan, Karen; Ramírez, Pablo C.	Bridging Bilingual and Special Education: Opportunities for Transformative Change in Teacher Preparation Programs	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/154/145	This article reports on the design and performance of ALAS (Acquisition of Language Skills and Academic Literacy) Teacher Education Project designed to bridge Biliteracy and Special Education teacher preparation. ALAS was designed by faculty in two higher education departments engaged in teacher preparation to respond to California’s need for bilingual special education teachers, where less than 2% of special education teachers in California are credentialed in both bilingual and special education disciplines (CBEDS, 2013). In California about 1 in 4 students are identified as English Language Learners (ELLs). The ALAS project actively addresses the lack of academic programming to develop qualified bilingual special education teachers to meet the needs of K-12 ELLs via teacher education courses, specialized conferences, teaching practicum in the two disciplines of bilingual/biliteracy and Special Education Mild-Moderate emphasis. The article reports on five years of data (2008-2013) that examines the conceptual design of the ALAS two-year teacher preparation program, the use of seven standards to evaluate the program, and participants’ perceptions on the strengths and needs of their training. The evolving results have implications for teacher preparation curriculum change and reform in addressing ELLs to match the needs of the client school communities.
oai:ojs2.10.243.4.117:article/155	Jefferies, Julián; Dabach, Dafney Blanca	Breaking the Silence: Facing Undocumented Issues in Teacher Practice	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/155/146	This conceptual article addresses the need for educators to interrupt status-quo silences surrounding the role of immigration status in schools—an issue that disproportionately impacts Latina/os. In this article we: (a) articulate the need for teacher education to address the impact of undocumented status in school settings; (b) present ethnographic vignettes of teachers who navigated these issues drawing from two qualitative studies; (c) synthesize understandings related to teaching undocumented youth; (d) highlight emerging areas of focus based on our research; and (e) outline continuing tensions in how teachers address documentation status. This article serves as an entry-way to bridge the lived circumstances of undocumented youth in schools, teacher practice, and aspirations for more equitable schooling.
oai:ojs2.10.243.4.117:article/156	Lozano, Lety I.	23 Students and 23 Teachers: Socio-Cultural Mediation in the Early Childhood Classroom	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/156/147	It is essential for teachers to provide a setting where student interaction is fostered as a mediational tool for learning, thus expediting the natural transfer of language and knowledge among students (Cummins, 1979). Doing so provides students a way of learning in an additive environment (Soltero, 2004). Could such a classroom have the potential to transform and empower students to feel valued, impacting their cognitive and self-identity growth? This reflective paper looks at the experience of one Dual Language Kindergarten class through the lens of socio-cultural mediation (Donato & MacCormick, 1994) while considering the Communities of Practice as a theoretical framework (Wenger, 1998) for Dual Language classrooms. Implications indicate that these classrooms could potentially be communities for transformative pedagogy where interactive practices are developed in a way that advances life-long academic success for Spanish-speaking students and English-speaking students alike.
oai:ojs2.10.243.4.117:article/157	Commins, Nancy L.	Supporting Bilingual Learners and their Families: Key Understandings for Pre-Service Teachers and the Institutions that Prepare Them	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/157/148	An essential component of successful schooling in linguistically and culturally diverse settings is the active involvement of parents and community members. This is made possible when teachers honor families’ languages and cultural traditions and build upon them. Teacher preparation programs play a critical role in helping preservice teachers reject deficit views and recognize that issues of status, power, and economic circumstances all play a role in shaping outcomes for students. Part of the asset orientation that must be fostered in new teachers is the understanding that primary or home language development contributes to both the academic success of children and the well-being of linguistically and culturally diverse communities as a whole. The article provides specific examples of understandings that preparation programs can instill in new teachers so that they come to see community outreach as essential to creating a positive and supportive school environment for all learners.
oai:ojs2.10.243.4.117:article/158	Reyes, Nora; Reyes, Erica	Querido Idioma	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/158/149	N/A
oai:ojs2.10.243.4.117:article/159	Cibils, Lilian	“Don’t Tell Me: Ask Me!” An Engaged Latina Mother’s Voice	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/159/150	N/A
oai:ojs2.10.243.4.117:article/15	Barragan, Art	It Used To Be a Nightmare on Elm Street	2008-02-01	Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/15/13	N/A
oai:ojs2.10.243.4.117:article/160	Gonzáles, Darlene M.	Teacher Preparation for Bilingual Student Populations: Educar para Transformar (2011) New York: Routledge	2014-02-01	Association of Mexican American Educators Journal; Vol. 8 No. 1 (2014): Building a Bridge between Teacher Education and Latino English Learners in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/160/151	N/A
oai:ojs2.10.243.4.117:article/161	Elsbree, Anne René; Hernández, Ana M; Daoud, Annette	Equitable Instruction for Secondary Latino English Learners: Examining Critical Principles of Differentiation in Lesson Design	2014-05-01	Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/161/152	The research emphasizes the need for educators to take more ownership of Latino English Learners (ELs) and identify effective lesson differentiation through subject area content (instruction), process (activities), and products (assessments). Based on the literature review, school achievement improves when practices address students’ culture, experiences and learning styles in ways that are differentiated in academics.This study examined lesson plans from 35 teacher candidates (86% white, 14% Latino) in a Single Subject Credential Program in southern California. Candidates conducted clinical practice in districts that served up to 70% ELs, with the majority identified as Long-term English Learners (LTEL). Lessons analyzed a five-part differentiation plan: 1) student information, 2) differentiation, 3) appropriateness of differentiation, 4) assessment criteria, and 5) monitoring and adaptations. Results indicated 94% (33/35) of the candidates provided data on ELs’ proficiency levels. All (35) lessons included at least one differentiation. About 26% provided a rationale forl esson differentiation, monitoring or adaption; however, only 9% described assessment criteria. Educating LTELs is more than just providing access to the curriculum or sheltering instruction. Lessons must draw from critical theory/pedagogy for effective LTEL practices. Teacher educators need to be more strategic in how they teach differentiation to candidates.
oai:ojs2.10.243.4.117:article/162	Alfaro, Cristina; Durán, Richard; Hunt, Alexandra; Aragón, María José	Steps toward Unifying Dual Language Programs, Common Core State Standards, and Critical Pedagogy: Oportunidades, Estrategias y Retos	2014-05-01	Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/162/153	Recent education reforms have begun to reframe academic discussion and teacher practice surrounding bilingual educational approaches for preparing “21st century, college and career ready” citizens. Given this broader context, in this article we examine ways that we might join implementation of dual language programs, Common Core State Standards, and critical pedagogy at the school and classroom levels via a teacher, school administrator, and teacher professional development program. We focus on a concrete example of a partnership between a progressive dual language school along the U.S.-Mexico border, known as Chula Vista Learning Community Charter School, and a bilingual teacher education program in the College of Education at San Diego State University, which prepares teachers and administrators to implement and develop dual language instruction aligned (but not beholden) to Common Core State Standards. We include discussion of a Freirian-based instructional program that helps unite the opportunities presented by dual language programs and standardsbased reform initiatives in a deeper equity and social justice framework for educating students. We discuss opportunities (oportunidades), strategies (estrategias), and challenges (retos) encountered during this collaborative work between the bilingual teacher preparation program, a Dual Language school, and one exemplary fourth grade teacher team and their enactment of a critical pedagogy-based curriculum. We conclude with a discussion of implications of our work for education of multilingual learners and the educators that work with them.
oai:ojs2.10.243.4.117:article/163	Schall-Leckrone, Laura; Pavlak, Christina	Methods and Beyond: Learning to Teach Latino Bilingual Learners in Mainstream Secondary Classes	2014-05-01	Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/163/154	This article reports empirical evidence about the influence of a pre-service methods course on preparing aspiring and practicing content teachers to work with adolescent bilingual learners in secondary schools. Qualitative methods were used to analyze the extent to which participants developed abilities to plan instruction and to think complexly about instruction for bilingual learners in mainstream classes. Data sources included surveys, observations, interviews, and student work including an electronic blog. Findings suggest that although participants felt more prepared to teach bilingual learners, their skill in planning instruction for bilingual learners and ability to think complexly about such instruction varied. Secondary content teachers also recognized roles as language teachers and advocates for immigrant and bilingual adolescents. Further research is recommended to follow participants into the classroom, provide site-based coaching, observe continued teacher development, and assess pupil learning.
oai:ojs2.10.243.4.117:article/164	Kalinec-Craig, Crystal A	Examining My Window and Mirror: A Pedagogical Reflection from a White Mathematics Teacher Educator about Her Experiences with Immigrant Latina Pre-service Teachers	2014-05-01	Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/164/155	In this pedagogical reflection, a White mathematics teacher educator describes what she learned from three Latina pre-service teachers who were recent immigrants from Mexico while they completed an elementary mathematics methods course. Using Rochelle Gutierrez’s (2012) metaphor of a window and mirror, the author interrogates her own identity and experiences as a mathematics student and teacher in order to learn more about her students who came from a different background than herself. The reflection concludes with implications for teacher education.
oai:ojs2.10.243.4.117:article/165	Topper, Amelia Marcetti	Latino College Presidents: In Their Own Words (2013) by David J. León and Rubén O. Martinez (Editors) Bingley, U.K.: Emerald Group Publishing Limited	2014-05-01	Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/165/156	This book review examines Latino College Presidents: In Their Own Words (2013), a recent volume edited by David J. León and Rubén O. Martinez and part of the “Diversity in Higher Education” series. The volume features 11 bio-professional essays written by current and/or former college and university Latino/a presidents. This collection of stories is particularly relevant to Latino/a graduate students and junior faculty and staff who are seeking insight into the realities of pursuing executive leadership positions in higher education.
oai:ojs2.10.243.4.117:article/166	Ledesma, María C.; Fránquiz, María E.	Introduction: Reflections on Latinas/os, Affirmative Action, and Education	2015-02-01	Association of Mexican American Educators Journal; Vol. 9 No. 1 (2015): The Utility of Affirmative Action for Latinas/os, Toward a New Policy and Acción Model	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/166/157	N/A
oai:ojs2.10.243.4.117:article/167	Alemán, Jr., Enrique; Bernal, Dolores Delgado; Cortez, Eden	A Chican@ Pathways Model of Acción: Affirming the Racial, Cultural and Academic Assets of Students, Families, and Communities	2015-02-01	Association of Mexican American Educators Journal; Vol. 9 No. 1 (2015): The Utility of Affirmative Action for Latinas/os, Toward a New Policy and Acción Model	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/167/158	This article presents our conceptualization, initial creation and implementation of a university-school-community partnership, the Westside Pathways Project. We introduce our work in developing and sustaining this K-16 educational pathways partnership as one way of broadening the affirmative action discussion. By describing a model of acción that addresses college access starting at the earliest educational stage in which students and families interact with public institutions of education, we pivot from traditional notions of affirmative action research. In delineating our partnership, we argue for affirming Chicana/o students culturally and academically while simultaneously taking action to create awareness of and access to higher education across educational settings, with students of varying ages, together with families and community members.
oai:ojs2.10.243.4.117:article/168	Gonzales, Leslie D.	An Acción Approach to Affirmative Action: Hispanic-Serving Institutions as Spaces for Fostering Epistemic Justice	2015-02-01	Association of Mexican American Educators Journal; Vol. 9 No. 1 (2015): The Utility of Affirmative Action for Latinas/os, Toward a New Policy and Acción Model	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/168/159	In this article, readers are asked to suspend conventional notions of affirmative action as a policy that ensures equitable admissions practices to the nation’s most elite post secondary institutions, and instead to consider how affirmative action might be understood as a way to challenge the relations of power that govern the legitimation of knowledge and knowers within academia. Specifically, I present a model where Hispanic-Serving Institutions employ funds of knowledge work in order to foster epistemic justice: spaces where Latina and Latino students and the broader communities from which they come are positioned as thinkers, knowers, problem-solvers, and theorists in their own right.
oai:ojs2.10.243.4.117:article/169	Espino, Michelle M.	Sacrificing a Latina/o Presence in the Professoriate: An Analysis of Affirmative Action as Racial Remedy and Silent Covenant	2015-02-01	Association of Mexican American Educators Journal; Vol. 9 No. 1 (2015): The Utility of Affirmative Action for Latinas/os, Toward a New Policy and Acción Model	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/169/160	This article focuses on the extent to which affirmative action policies and practices as remedies for racial injustice in higher education reflect a silent covenant that sacrifices the cultivation and presence of Latina/o faculty. Drawing upon the lived experiences of 22 Mexican American faculty and post-doctoral fellows, the author argues that, by invoking affirmative action policies and practices, institutions of higher education can promote the value of racial/ethnic diversity while still limiting the presence of Latina/o faculty. Meanwhile, the few Latina/o faculty who manage to gain access to research-intensive universities are commodified and sacrificed within hostile department cultures and through oppressive institutional practices.
oai:ojs2.10.243.4.117:article/16	Rivas Galván, Helen	My Identity	2008-02-01	Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/16/14	N/A
oai:ojs2.10.243.4.117:article/170	Ledesma, María C.	Public Discourse versus Public Policy: Latinas/os, Affirmative Action, and the Court of Public Opinion	2015-02-01	Association of Mexican American Educators Journal; Vol. 9 No. 1 (2015): The Utility of Affirmative Action for Latinas/os, Toward a New Policy and Acción Model	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/170/161	The purpose of this article is to highlight the power of popular discourse in shaping public policy debates concerning educational access and opportunity for historically marginalized and minoritized students, especially for Latinas/os. I argue that proponents of race-conscious policies would do well to challenge the elimination of affirmative action by employing a more critical approach to discourse consumption, one which interrogates, historicizes, and contextualizes the often truncated and/or deceptive narratives relied upon by critics of affirmative action, to call for the end of all race-conscious social policy. 
oai:ojs2.10.243.4.117:article/171	Garces, Liliana M.	The University of Texas at Austin’s Defense of Affirmative Action in Fisher v. University of Texas: Lessons for Institutional Policies and Practices	2015-02-01	Association of Mexican American Educators Journal; Vol. 9 No. 1 (2015): The Utility of Affirmative Action for Latinas/os, Toward a New Policy and Acción Model	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/171/162	In Fisher v. University of Texas at Austin (2013), the U.S. Supreme Court most recently recognized the right of universities to pursue a mission-centered interest in the educational benefits of student body diversity. The decision, however, also reminded institutions of the limited ways they are allowed to consider race in admissions policies to advance this goal. As institutions assess how to proceed in the aftermath of Fisher, it is important to consider any lessons learned from the case that can guide future efforts. In this article, I consider how the University of Texas at Austin’s arguments in support of its policy can guide future efforts to support Latina/os in higher education. The university’s arguments offer a more contextualized way to think of diversity-related policies, which can support the educational experiences of Latina/os more effectively and advance the long-term interests of this community and other underrepresented populations in higher education.
oai:ojs2.10.243.4.117:article/172	Chang, Aurora	Privileged and Undocumented: Toward a Borderland Love Ethic	2015-05-01	Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/172/163	In this article, I seek to explore the tensions of what it means to be a “deserving” native researcher. I begin by experimenting with the meaning of a borderland love ethic as a theoretical framework that centers on: nurturing our strength to love in spaces of contention, tolerance of ambiguity as a revolutionary virtue, and humbly beginning anew again and again. Drawing from an extended interview with a participant of a larger study about undocumented students, I describe our positionalities with respect to privilege and undocumented status as the central foci. I use my own dilemma of understanding and reconciling my position as a once-undocumented immigrant to a now hyperdocumented (Chang, 2011) native researcher, studying undocumented people, to work through the possibility of a borderland love ethic. Relying primarily on the theoretical works of Anzaldúa (1987), Darder (2003), and hooks (2000), I ask, how we as scholars, enact love in our research amidst our seemingly contradictory positions of oppression and privilege. I contend that one possibility is by employing a borderland love ethic that embraces ambiguity, rejects binary positions and humbly acknowledges our constant state of arriving, both as researchers and participants.
oai:ojs2.10.243.4.117:article/173	Flores, Jerry	A Race Conscious Pedagogy: Correctional Educators and Creative Resistance inside California Juvenile Detention Facilities	2015-05-01	Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/173/164	The United States leads all advanced nations in rates of incarceration with a total of 2.3 million inmates. Although most prisoners are adults, rates of juvenile incarceration are equally high. Most scholars overlook the large amounts of young people who attend schools behind bars. This article discusses how teachers in three juvenile detention facilities in southern California adopt a race conscious pedagogy. This teaching approach allows educators to provide incarcerated students with resources unavailable to them in their own communities. Through semi-structured interviews and participant observation, I took an in-depth look into the teaching techniques used in these facilities. My results indicate that teachers in correctional classrooms are adopting a race conscious pedagogy that allows them to participate in “creative resistance” inside of institutions of confinement.
oai:ojs2.10.243.4.117:article/174	Gutiérrez, Leticia Alvarez	Poder en las Voces y Acciones Comunitarias: Immigrant Young People and their Families’ Transformative Engagement with High School	2015-05-01	Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/174/165	This research examines how high-school-aged undocumented immigrant Latinas/os and their families resist being marginalized in schools and in communities. These young people and their families are part of a university intergenerational participatory action research collective, Family School Partnership2 (FSP), located within an urban high school in the western mountain region of the US. The theoretical framework for the intergenerational collective research is rooted in Participatory Action Research (PAR). My analysis focuses upon the disjuncture among the dominant notions of family engagement and the exclusionary practices of schools towards Latina/o undocumented students and their families. Findings suggest that despite the plethora of “inclusive” policies adapted by school districts, undocumented students and their families in my study perceived schools as exclusionary, especially with regards to family engagement and equitable educational opportunities. My research chronicles how undocumented students and families revolutionized their feelings and experiences of powerlessness and exclusion into activist transformative school engagement. This article concludes by discussing future directions that schools could take to increase family engagement with Latina/o undocumented immigrant students and their families and the implications for student academic success.
oai:ojs2.10.243.4.117:article/175	Anguiano, Claudia A.; Nájera, Lourdes Gutiérrez	Paradox of Performing Exceptionalism: Complicating the Deserving/ Underserving Binary of Undocumented Youth Attending Elite Institutions	2015-05-01	Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/175/166	This article examines the problematic labels of “deserving” and “undeserving” within a broader context of undocumented immigration. Specifically, we interrogate the categorization of “deservingness” that imposes distinctions between “good” versus “bad” immigrants. We demonstrate these categories are assumed and subverted by undocumented youth in order to challenge disempowerment and racism experienced at both an interpersonal and institutional level. Our findings reveal how narratives of hard work and perseverance mitigate stigma to help youth reframe narratives of “undeservingness” at a micro-level of analysis. By contrast, racialization shapes individuals’ experiences and motivations for activism at the macro-level. This study highlights narrative strategies used by youth to frame their accounts of inclusion and exclusion. It also contributes to the scholarship of undocumented youth in higher education through its examination of the experiences of Latin@ undocumented students in northeastern elite private institutions.
oai:ojs2.10.243.4.117:article/176	Valdez, Verónica	Bilingual Educación in the Home: Everyday Mexican Immigrant Family Educational Practices	2015-05-01	Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/176/167	As we embrace the increasing numbers of young Mexican immigrant children and their families present in our schools, it is important for educators to better understand the many family educational practices present in these households. This article examines the strategies and resources utilized by two Mexican-born and two U.S.-born Mexican immigrant families in teaching and guiding the bilingual educación of their children—an education that encompasses academic teaching but also provides teachings that shape children’s views toward the English and Spanish languages and their cultural identities as Latinas/os in the U.S. Drawing on sociocultural theory, three primary types of teaching practices used by these families to impart bilingual educación in the home are illustrated while highlighting the values and social capital they communicate: 1) school-prescribed teaching practices; 2) embodied teaching practices; and 3) culturally-prescribed teaching practices. The author concludes with implications for educators.
oai:ojs2.10.243.4.117:article/177	Cervantes, Marco	Culturally Relevant Performance Pedagogies: Exploring the Value of AfroLatina/o Music Performance Projects at a Hispanic-Serving Institution	2015-05-01	Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/177/168	Within this essay, I reflect on my students’ final performative project in my undergraduate Latino Cultural Expressions class at a Hispanic-Serving Institution. I explore how culturally relevant performative pedagogies offer opportunities to examine culture in the classroom beyond mere celebrations of difference and aesthetics. Throughout the semester-long course, we conceptualize Latinidad as inclusive of Blackness and cover musical genres that reflect AfroLatina/o histories. This has led many students to recognize the importance of locating and exploring cultural expressions linked to AfroLatindad and histories of political oppression and struggle. Thus, student performances prompt compelling dialogue involving race, place, and society where musical forms such as cumbia, bachata, and son jarocho offer opportunities to critically examine histories of conquest and enslavement of Indigenous and Black people.
oai:ojs2.10.243.4.117:article/178	Negrón-Gonzales, Genevieve; Abrego, Leisy; Coll, Kathleen	Introduction: Immigrant Latina/o Youth and Illegality: Challenging the Politics of Deservingness	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/178/169	N/A
oai:ojs2.10.243.4.117:article/179	Patel, Leigh	Deservingness: Challenging Coloniality in Education and Migration Scholarship	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/179/170	Rhetoric, policy, and debate about immigration and immigrants are saturated with the trope of deservingness. In nation/states built on stratification, deservingness acts as a discourse of racialization, narrating across racially minoritized groups to re-instantiate the benefits for the racially majoritized. In this theoretical essay, I draw from legal case law and educational research and policy to explore the trope of deservingness as a form of racialized legitimacy. I suggest that the ubiquity of deservingness demands a decolonial reckoning with the specifics of how it is deployed relative to differently racialized peoples in a settler society, how they are racially minoritized and majoritized, and fundamentally, how that creates connected yet distinct social locations, rights, and relationships to self, others, the state, and land. Looking within and across how deservingness is leveraged against groups enables deeper comprehension not just of deservingness but of the larger settler structure.
oai:ojs2.10.243.4.117:article/17	Sanchez, Jairo	Tecayates y Girasoles para Todos Los Santos	2008-02-01	Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/17/15	N/A
oai:ojs2.10.243.4.117:article/180	Huber, Lindsay Pérez	Constructing “Deservingness”: DREAMers and Central American Unaccompanied Children in the National Immigration Debate	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/180/171	Utilizing a Latina/o Critical Theory framework (LatCrit), I examine the narratives that emerged within national newsprint media coverage of DREAMers and Central American unaccompanied children. Data included 268 newspaper articles published during periods of heightened national media attention about DREAMers (96 articles) and Central American unaccompanied children (172 articles). A content analysis revealed that prevalent and contradictory narratives created constructions of deservingness, where one group is positively portrayed as deserving of U.S. opportunity, and the other group, negatively portrayed as undeserving. The analysis shows that regardless of the positive or negative portrayals cast, constructions of “deservingness” are employed in these narratives that assigned values of non-nativeness to both groups that justify their continued subordination in U.S. society.
oai:ojs2.10.243.4.117:article/181	Nájera, Jennifer R.	Unauthorized Education: Challenging Borders between Good and Bad Immigrants	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/181/172	This article presents a case study that examines how undocumented youth reject notions that, as students, they are more deserving of state-granted rights (e.g., citizenship, but also temporary rights through DACA). It highlights the use of what I call undocumented pedagogy as a form of everyday activism for greater immigrant rights. This unauthorized pedagogy largely takes place outside of the classroom and disrupts traditional hierarchies within education. Through offering informational workshops and providing personal testimonies among other educational activities, undocumented students in this study aim to 1) broaden access to rights for the larger undocumented immigrant community and 2) challenge negative preconceived notions about undocumented immigrants among citizens. These are key elements to moving forward the struggle for immigrant rights.
oai:ojs2.10.243.4.117:article/182	Gleeson, Shannon	Narratives of Deservingness and the Institutional Youth of Immigrant Workers	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/182/173	This article speaks to the special issue’s goal of disrupting the deserving/undeserving immigrant narrative by critically examining eligibility criteria available under two arenas of relief for undocumented immigrants: 1) the 2012 Deferred Action for Childhood Arrivals (DACA) program, which provides temporary deportation relief and work authorization for young adults who meet an educational requirement and other criteria, and 2) current and proposed pathways to legal status for those unauthorized immigrants who come forward to denounce workplace injustice, among other crimes. For each of these categories of “deserving migrants,” I illuminate the exclusionary nature each of these requirements, which pose challenges especially for those workers who have limited education. As such, I argue for the importance of an institutional perspective on youth. Specifically, I demonstrate how the educational criteria required by DACA privileges a select few individuals who have access to formal educational institutions as deserving, while ignoring other empowering but non-traditional models of worker education. I also examine those mechanisms that reward workers who come forward to contest employer abuse. These include the current U-Visa program, which opens a path to legal status for those select claimants who have been harmed by employer abuse and aid criminal investigations (e.g. Saucedo, 2010). In a similar vein, some advocates and legal scholars have proposed a pathway to citizenship for those workers involved in collective organizing (e.g. Gordon, 2007, 2011). I weigh the benefits and exclusivity of each pathway for addressing the precarity of the millions of undocumented immigrants currently in the United States. In doing so, I highlight how institutions have unevenly incorporated immigrant workers, creating wide categories of vulnerability that go ignored. That is, demographically young immigrants are often privileged as deserving, as are those institutionally mature workers who have been successfully incorporated by civic organizations and legal bureaucracies. Meanwhile, institutionally young immigrants—those who have been excluded from these spaces—are framed as undeserving. As a result, rather than to see legal status as a pathway to incorporation, it is extended as a reward for those who have surpassed longstanding barriers.
oai:ojs2.10.243.4.117:article/183	Dingeman-Cerda, Katie; Burciaga, Edelina Muñoz; Martinez, Lisa M.	Neither Sinners nor Saints: Complicating the Discourse of Noncitizen Deservingness	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/183/174	This article explores how non citizens, primarily members of the 1.5-generation, experience and rhetorically contest deservingness. We argue that deservingness is constructed through multiple sources including the media, immigrant rights movements, and the law, resulting in a binary of good/bad migrants that does not fully capture the lived experiences of noncitizens. Drawing from three distinct qualitative projects examining the lives of 133 noncitizens, we demonstrate structural conditions underlying divergent experiences of “illegality” and “deportability” (De Genova, 2002). We further complicate the discourse of migrant deservingness through an explication of the commonalities of a range of noncitizens, including DACA recipients, the formerly documented, undocumented migrants, and deportees, highlighting their humanity and worthiness in the process.
oai:ojs2.10.243.4.117:article/184	Heredia, Luisa Laura	Of Radicals and DREAMers: Harnessing Exceptionality to Challenge Immigration Control	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/184/175	This article contributes to the literature on undocumented youth activism and citizenship by assessing undocumented youth’s challenges to a growing regime of migration control in the US. It uses Doug McAdam’s tactical interaction as an analytical lens to explore two consecutive high-risk campaigns, ICE infiltrations and expulsion/re-entry. In this subset of activism, undocumented youth have directly taken on technologies of migration control by forcing the state to adjudicate their status through direct action protest; they have exposed state abuses of law by infiltrating detention centers and have subverted deportation by seeking humanitarian aid and re-entry. Undocumented youth use their liminal legal status and their valorized social status to access and launch their challenges from these invisible spaces of migration control. In doing so, I argue, they are challenging the contours of citizenship and destabilizing the state’s power to police and criminalize the unauthorized. Assessing these challenges is especially timely given that political movements are expanding their tactics to challenge punitive enforcement measures that states are implementing to control these “illegal” and “expelled” populations.
oai:ojs2.10.243.4.117:article/185	Resendiz, Chantiri Ramirez	Tell Me What Happens to the Child Who Crosses the Border	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/185/176	N/A
oai:ojs2.10.243.4.117:article/186	Mondragon, Aracely	A Map for Return	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/186/177	N/A
oai:ojs2.10.243.4.117:article/187	Arnold, Kathleen R.	Reform without Justice: Latino Migrant Politics and the Homeland Security State By Alfonso Gonzales, 2013 New York: Oxford University Press, 240 pages	2015-08-01	Association of Mexican American Educators Journal; Vol. 9 No. 3 (2015): Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/187/178	N/A
oai:ojs2.10.243.4.117:article/188	Alvarez, Miguel Agustín	El Cruce	2016-02-01	Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/188/179	N/A
oai:ojs2.10.243.4.117:article/189	Mass, Allison; Cohen, James; McCarthy, Sadie; Dahnweih, Gonwo; Franklin, Myia	The Impact of Living in a Mixed-Status Family on PK-12 Students	2016-02-01	Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/189/180	N/A
oai:ojs2.10.243.4.117:article/18	Hernandez, Alfonso	The “Born A” Student	2008-02-01	Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/18/16	N/A
oai:ojs2.10.243.4.117:article/190	Freire, Juan A.	Nepantleras/os and their Teachers in Dual Language Education: Developing Sociopolitical Consciousness to Contest Language Education Policies	2016-02-01	Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/190/181	N/A
oai:ojs2.10.243.4.117:article/191	Manzo, Rosa D.	Parent Involvement Practices of Farmworking Immigrant Mothers in a Rural Community	2016-02-01	Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/191/182	This qualitative study documents the experiences of farmworking parents with their local school system. More specifically, this investigation examines the parent involvement practices of farmworking immigrant mothers. The data for this study was collected though parent workshops discussions. Utilizing critical counter storytelling and Community Cultural Wealth (Yosso, 2005) to framework this study seeks to bring the voices of farmworking parents to the forefront of the discussions about parent involvement. Findings from this study revealed that parents become involved in their children’s education by engaging in three main practices: 1) homework help; 2) consejos, and 3) parental coaching. This study contributes to the existing literature that challenges the deficit arguments that low-income Latino parents are not involved in their children’s education (Chavez-Reyes, 2010; Delgado-Gaitan, 1992; Faltis, 2006; LeFevre & Shaw, 2011; López, 2001). Findings from this study have implications for practitioners and policy makers interested in developing culturally-relevant community-campus partnerships that aim to bridge the home and school.
oai:ojs2.10.243.4.117:article/192	Benavides López, Corina	Lessons from the Educational Borderlands: Documenting the Pedagogies of Migration of Chicana/o, Latina/o Undocumented Immigrant Students and Households	2016-02-01	Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/192/183	This theory-building research, based on analysis of oral history interviews and written family ethnographic papers, attempts to develop the theoretical framework, pedagogies of migration, centering the learning that takes place in Chicana/o, Latina/o undocumented immigrant households, i.e. educación. Through the layering and intersecting of the frameworks, Latina/o Critical Theory (LatCrit), pedagogies of the home, community cultural wealth and educación, pedagogies of migration may serve as a lens to illuminate and validate the lessons Chicana/o, Latina/o undocumented immigrants learn from crossing physical borders to the United States, and the way these experiences support their children as they encounter the borderlands of U.S. educational institutions. The theory pedagogies of migration centralizes the daily-lived experiences faced by Chicana/o, Latina/o undocumented immigrant students and their households. Centralizing the educación embedded in undocumented immigrant households promotes an assets-based analysis of their experiences and moves us away from deficit-based views of these communities. Moving away from deficit constructs that blame the community’s culture, race, status, and class for school failure encourages one to rethink accepted processes of incorporation of Chicana/o, Latina/o undocumented immigrant students in educational institutions. Pedagogies of migration may help illustrate how the lessons learned from the home directly support the educational attainment of children of undocumented immigrant households.
oai:ojs2.10.243.4.117:article/193	Morales, P. Zitlali; Meza, Ramona; Maravilla-Cano, Joanna V.	Latin@ Students in a Changing Chicago: Current Disparities and Opportunities within Public Schools	2016-02-01	Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/193/184	In Chicago, the growing community of Latin@s mirrors national demographic trends and is a third of the city’s population and nearly half of the public school population. We use Critical Race Theory (CRT) and Latino Critical Race Theory (LatCrit) to critique the discourse of progress from Chicago Public Schools (CPS) press releases and online information while examining the types of schools attended by most Latin@ students. Our findings include continued severe school segregation, lack of proportional matriculation to selective enrollment and advanced placement programs, and other disparities that counter a discourse of greater choice and opportunity available for Latin@s. We highlight some initiatives from CPS related to Latin@s, point out their shortcomings, as well as discuss the research base for policies that do support positive educational outcomes for Latin@s such as increasing the number of teachers from Latin@ communities, implementing ethnic studies programs, and providing multilingual education. Examining the schooling options in CPS for a growing Latin@ student body is important as the city plays a central role in educational policy formation and implementation nationwide. 
oai:ojs2.10.243.4.117:article/194	Brazil-Cruz, Lisceth; Martinez, Siria S.	The Importance of Networking and Supportive Staff for Latina/o First-Generation Students and their Families as they Transition to Higher Education	2016-02-01	Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/194/185	Using qualitative research methods, this study sought to contextualize the ways resources for first-generation college students work in isolation rather than in partnership. Based on in-depth iterative interviews with Latina/o students and parents, this study aimed to capture how participants’ experiences influenced their opportunities to pursue a college education. Using a Community Cultural Wealth framework, we sought to identify and understand the mechanisms through which to better support Latina/o first-generation students as they transition to college. Findings suggest the need to expose youth to college culture early in their academic trajectories and continue to build on their knowledge base every year throughout their college career.
oai:ojs2.10.243.4.117:article/195	DeNicolo, Christina P.; Brochin, Carol	Critical Encounters: Negotiating Textual Connections in a Student-led Discussion of The Circuit	2016-02-01	Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/195/186	This article presents an analysis of two fourth-grade students discussing The Circuit (Jiménez, 1997) and finding ways to express their understandings and misunderstandings with a critical encounter in the text. The students’ use of freestyling enabled them to recontextualize (Dyson, 2001, 2003; Gilmore, 1983) the literature discussion. This recontextualization provided the students with a way to remain engaged in the discussion and with each other when tension arose from having different interpretations. The student selected format and use of quality Latinx children’s literature, enabled the students to draw on multiple literacies.
oai:ojs2.10.243.4.117:article/196	Martinez, Janeth	Kids in the Middle: How Children of Immigrants Negotiate Community Interactions for Their Families	2016-02-01	Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/196/187	N/A
oai:ojs2.10.243.4.117:article/197	Martinez, Edna; Acevedo-Gil, Nancy; Murillo, Jr., Enrique G.	Latinx and the Community College: Promoting Pathways to Postsecondary Degrees	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 6-13	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/197/188	N/A
oai:ojs2.10.243.4.117:article/198	Hernández, Jr., Ignacio	Supporting Latinx/a/o Community College Leaders: A Geo-Spatial Approach	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 14-42	AMAE, Inc.	eng	10.24974/amae.11.2.348	https://amaejournal.utsa.edu/index.php/AMAE/article/download/198/189	Community colleges play a significant role in guiding pathways to postsencondary degrees for Latinx/a/o students. To gain a greater understanding of ways Latinx/a/o students utilize community colleges as pathways to degrees, this article focused on institutional leaders, members of one community college professional assocation. An original survey instrument was administered and an exploratory spatial data analysis (ESDA) using a geographic information systems (GIS) database was conducted. Findings suggest greater proportions of Latinx/a/o community college leaders may be found in metropolitan areas with large Latinx/a/o populations. Author reflexivity and implications for research and practice are presented. 
oai:ojs2.10.243.4.117:article/199	Abrica, Elvira J.; Rivas, Martha	Chicanas in IR: Data-Driven Advocacy for Latinx Students from Institutional Research Contexts in the Community College	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 43-64	AMAE, Inc.	eng	10.24974/amae.11.2.349	https://amaejournal.utsa.edu/index.php/AMAE/article/download/199/190	Various inequities and challenges facing Latinx students in community colleges continue to be documented. Yet, less documented are the challenges associated with advocacy efforts to support Latinx and other underrepresented Students of Color within the community college sector. There is not often pause to consider: who advocates for Latinx students? When and how does this advocacy take shape? In this article, we offer Chicana testimonios as institutional research (IR) professionals to highlight ways we experience, respond to, and challenge institutionalized racism and systemic obstacles to advocate for Latinx students in the California community college system. We situate our testimonios within a critique of the pillar of neutrality associated with the institutional research profession and argue for a critical examination of the ways in which IR may play an active role in the perpetuation or the dismantling of educational inequities in California community colleges. 
oai:ojs2.10.243.4.117:article/19	Sanchez, Jairo	¿Por Que Moctezuma, Por Que?	2008-02-01	Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/19/17	N/A
oai:ojs2.10.243.4.117:article/200	Herrera, Felisha A.; Hernández Chapar, Judith W.; Kovats Sánchez, Gabriela	Connecting through Engagement: Latinx Student-Faculty Interaction in Community College	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 65-88	AMAE, Inc.	eng	10.24974/amae.11.2.350	https://amaejournal.utsa.edu/index.php/AMAE/article/download/200/191	Student engagement with faculty has received increased attention from scholars and practitioners alike. However, much of the focus has been on the engagement experiences of students enrolled at four-year institutions, often excluding the experiences of Latinx1 students enrolled at two-year public institutions. The present study centers faculty, who are situated within positions of power, as institutional agents (Stanton-Salazar, 2011) and examines their formal and informal contacts with Latinx students who began higher education at community colleges. This study utilizes data from the 2004–09 Beginning Postsecondary Survey and employs descriptive analyses and blocked hierarchical regression to gain greater knowledge of the factors that impact Latinx students’ frequency of interaction with institutional agents. This study highlights the need to further disaggregate Latinx ethnic subgroups. Findings show that peer, academic, and social engagement are predictors of increased interaction with institutional agents. Of particular interest is the role of institutional contexts, as results reveal unrealized potential for Hispanic-Serving Institutions in promoting opportunities for interaction among Latinx and institutional agents. Implications for creating environments that foster student-faculty relationships are explored.
oai:ojs2.10.243.4.117:article/201	Sáenz, Victor B.; de las Mercédez, Carmen; Rodriguez, Sarah G.; García-Louis, Claudia	Latino Men and their Fathers: Exploring How Community Cultural Wealth Influences their Community College Success	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 89-110	AMAE, Inc.	eng	10.24974/amae.11.2.351	https://amaejournal.utsa.edu/index.php/AMAE/article/download/201/192	Academic scholarship has demonstrated the importance of father engagement in fostering early educational success of their children, but little exploration in this area has focused on the role that fathers play in the college success of their Latino male sons. The purpose of this qualitative study was to understand the role of fathers in the educational success of Latino men attending community colleges. Using community cultural wealth as a lens for this study, the experiences of 130 Latino men at community colleges in Texas were highlighted. Results demonstrated how fathers provided support, consejos (advice), and encouragement to their sons. Nonetheless, fathers also expected their sons to work and contribute to the family finances. These complications influenced the way in which Latino men viewed the college-going process and interacted with their fathers.
oai:ojs2.10.243.4.117:article/203	Jiménez, Hortencia; Oliva, Nereida	Latina Student Mothers’ Trenzas de Identidades in the Community College	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 111-132	AMAE, Inc.	eng	10.24974/amae.11.2.352	https://amaejournal.utsa.edu/index.php/AMAE/article/download/203/193	Latinx are one of the fastest growing demographic groups in the country and their growth is visible in higher education. Using focus groups with student mothers, we examine the narratives of four Latina student mothers pursuing higher education at the community college. Using Chicana Feminist Theory as our theoretical framework, we apply trenzas de identidades (Godínez, 2006; Montoya, 1994) as a metaphorical and analytical tool to understand the experiences of Latina community college student mothers. The student mothers’ trenzas de identidades demonstrate the ways their mother, student, and professional identities intersect and influence how they experience and navigate the educational pipeline. We call upon higher education faculty and administrators to reject deficit ideologies of Latina student mothers, and we offer recommendations for creating a receptive environment for them. 
oai:ojs2.10.243.4.117:article/204	Doran, Erin	An Empowerment Framework for Latinx Students in Developmental Education	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 133-154	AMAE, Inc.	eng	10.24974/amae.11.2.353	https://amaejournal.utsa.edu/index.php/AMAE/article/download/204/194	While developmental education in community colleges has the potential to prepare students for college-level work, its effectiveness and need is often questioned. Further, while Latinx students are overrepresented in developmental courses, there is a dearth of literature on their experiences in such courses and how to effectively serve their needs in developmental contexts. This article provides an overview of the literature related to Latinx students in developmental writing to point out areas that have been understudied and then introduces an Empowerment Framework for Latinx students, a model which combines a deeper understanding of language, power, and preparing Latinx students for college-level writing.
oai:ojs2.10.243.4.117:article/205	Cortez, Edén; Castro, Erin L.	Mexican and Mexican American Student Reflections on Transfer: Institutional Agents and the Continued Role of the Community College	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 155-176	AMAE, Inc.	eng	10.24974/amae.11.2.354	https://amaejournal.utsa.edu/index.php/AMAE/article/download/205/195	This qualitative analysis draws upon the experiences of six Mexican and Mexican American community college transfer students during the 2012-2013 academic year. Relying on literature regarding institutional agents, we examine students’ reflections regarding pre- and post-transfer support from both institutional agents and structured student programs. We provide descriptive information about participation in key student support programs such as CAMP and TRiO SSS, which provided many students with introductions to institutional agents. A combination of programmatic support and guidance from individuals who acted as institutional agents assisted students in this study throughout the transfer process. Overall, individuals employed by the community college played key roles in the lives of Mexican and Mexican American community college transfer students pre- and post-transfer. 
oai:ojs2.10.243.4.117:article/206	Oakley, Eloy Ortiz	Latinx and the Community College: Promoting Pathways to Postsecondary Degrees at the Latino Education & Advocacy Days (LEAD) Summit	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 177-182	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/206/197	N/A
oai:ojs2.10.243.4.117:article/207	Rivas, Martha	A Real Tragedy	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 183-189	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/207/198	N/A
oai:ojs2.10.243.4.117:article/208	Pérez de Jesús, Madeline	Hanging Out and Hanging On: From the Projects to the Campus. Núñez, Elsa. (2014). Landham, MA: Roman & Littlefield. 160 pp. ISSBN: 978-1475802436. $36.00 (Paperback)	2017-05-01	Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 190-193	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/208/199	N/A
oai:ojs2.10.243.4.117:article/209	Alanís, Iliana	Enhancing Collaborative Learning: Activities and Structures in a Dual Language Preschool Classroom	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 5-26	AMAE, Inc.	eng	10.24974/amae.12.1.375	https://amaejournal.utsa.edu/index.php/AMAE/article/download/209/200	Changing demographics have led to a need for dual language teachers to adjust their pedagogy to best meet the needs of second language learners in dual language programs. However, the development of linguistic and cognitive skills for dual language learners continues to challenge early childhood teachers (Martinez, 2010; García & Kleifgen, 2010). With this in mind, it is important to explore effective pedagogical practices in dual language programs that encourage meaningful interactions with young bilingual learners (Garcia & Garcia, 2012; Gutiérrez, Zepeda, & Castro, 2010). This study used a qualitative methodology, including classroom observations and interviews, to investigate the teacher’s role in establishing students’ participation when partnered in pairs. Findings reveal the teachers use of visual and auditory scaffolding, strategic pairing of students, and intentional paired learning activities to enhance collaborative exchanges.
oai:ojs2.10.243.4.117:article/210	Rojas, Leticia	College for All: Chicana/o and Latina/o Empowerment Agents Working to Increase Latina/o Students’ College-Going Opportunities	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 27-47	AMAE, Inc.	eng	10.24974/amae.12.1.376	https://amaejournal.utsa.edu/index.php/AMAE/article/download/210/201	This one-year qualitative study examined the ways in which five Chicana/o and Latina/o teachers committed to social justice perceived their roles in their college-going work with Latina/o students, as well as the challenges threatening their efforts with students. Building on Stanton-Salazar’s (2011) concept of empowerment social capital, the findings showed that these teachers perceived college access as an equity issue, challenging dominant narratives of tracking and deficit-thinking in their college-going practices. Despite their ongoing and persistent commitments, the findings also revealed various challenges to these teachers’ work with students, such as the lack of schooling funding and college-going resources and a struggle to maintain a work-life balance. The results of this study have implications for school leadership and the reconceptualization of the teacher role in Latina/o students’ college-going processes.
oai:ojs2.10.243.4.117:article/211	Salas, Spencer; D'Amico, Mark M.; Rios-Aguilar, Cecilia; González Canché, Manuel S.; Atwell, Adam K.	Selecting Pathways: Latinxs, Choices, and Two-year Colleges	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 48-66	AMAE, Inc.	eng	10.24974/amae.12.1.377	https://amaejournal.utsa.edu/index.php/AMAE/article/download/211/202	After the choice of a two-year college, more choices follow—and individuals make those choices based on a combination of knowing why (aspirations), knowing how (gaining knowledge and skills), and knowing whom (sources of information about college and careers). In this article, we unpack the relationship between two-year college students’ choices once enrolled in two-year colleges, the alignment of those choices to their projected career goals, and the sources of knowledge/knowing that inform that decision-making. Leveraging data captured from a multi-institution, multi-state administration of the College and Career Capital Survey (CCCS), we theorize the potential underestimation of Latinx students’ decision-making processes for careers while in the higher education setting. Findings suggest that despite longstanding mismatching theories, it is also possible that Latinx students know or might come to know how to leverage the two-year college pathway in ways that benefit both them and the communities they represent. We conclude with implications for future research emphasizing the development of mediational tools for students’ knowing as they enter postsecondary pathways and leverage their experiences to make such pathways purposeful and sustainable. 
oai:ojs2.10.243.4.117:article/212	Wang, Lynn J.	AB 540: Tuition Waiver Policy in California: How Student Services Professionals Influence College Access for Undocumented Students	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 67-85	AMAE, Inc.	eng	10.24974/amae.12.1.378	https://amaejournal.utsa.edu/index.php/AMAE/article/download/212/203	This was an exploratory qualitative study utilizing tenets of phenomenology to examine the lived experiences of front-line student services professionals in Admissions and Financial Aid and their dilemmas in interpreting and implementing California Assembly Bill 540 (2001) in their interactions with undocumented students. Front-line student services professionals are often the make-it or break-it persons for undocumented students to realize their dreams of attaining a postsecondary education because they determine whether students can pay in-state tuition and receive financial aid. California law AB 540 (2001) was created with the intention of providing a fair tuition policy for all California high school graduates entering college in California. AB 540’s (2001) purpose is to allow all California high school graduates, including undocumented immigrant students who meet the requirements, to be exempt from paying nonresident tuition at California public postsecondary institutions. An undocumented student is classified as someone who entered the U.S. without proper immigration documents or someone who entered the country legally as a nonimmigrant but later never exited the country (Internal Revenue Service, 2014). Twelve student service professionals, both part-time and full-time, at public two-year and four-year higher education institutions shared their experiences regarding management of difficult and sensitive conversations with undocumented students, as they attempted to translate state legislation through institutional polices. Many times, these front-line professionals in Admissions and Financial Aid were the first and only people to interact with incoming undocumented students before they set foot in the classroom. These professionals utilized their knowledge, resources, and networks to help students navigate the college-going process. However, unclear and/or non-existent campus policies, departmental silos, along with a lack of professional development, adequate resources, and appropriate guidance, often limited their capacity to help. 
oai:ojs2.10.243.4.117:article/213	Zerquera, Desiree D.; Acevedo-Gil, Nancy; Flores, Elizabeth; Marantal, Patrick	Repositioning Trends of Latina/o/x Student Enrollments in Community Colleges	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 86-106	AMAE, Inc.	eng	10.24974/amae.12.1.379	https://amaejournal.utsa.edu/index.php/AMAE/article/download/213/204	This study used descriptive statistics to complicate the national narrative of Latina/o/x student college-going trends and aims to provide directions for future research on Latina/o/x students in the community college. Taking a state-by-state perspective, this study examined whether Latina/o/x college students enrolled in community colleges at higher rates than four-year colleges. The data for this study derived primarily from the Integrated Postsecondary Education Data System (IPEDS) enrollment survey for all states and sectors of higher education for the 2012-2013 academic year. We used geographic information systems (GIS) to spatially analyze and compare proportions of Latina/o/x undergraduate enrollments between sectors within states, then across states. Our analysis disaggregated enrollment data by state to reveal important variations among Latina/o/x student enrollments at community colleges across the U.S. In so doing, we aim to inform the work of researchers, policy makers, administrators and educators in efforts to support the educational pathways of Latina/o/x students in the U.S. 
oai:ojs2.10.243.4.117:article/214	Osorio, Sandra L.	The Vulnerable Teacher: Working Towards Critical Consciousness in a Second Grade Bilingual Classroom	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 107-127	AMAE, Inc.	eng	10.24974/amae.12.1.390	https://amaejournal.utsa.edu/index.php/AMAE/article/download/214/205	Telling your students that you are divorced and your two sons no longer live with their father is not the typical kind of conversation you would expect in a classroom, but in my second-grade Spanish–English bilingual classroom, it was the norm. I had decided to implement literature discussion around Latinx children’s literature. I found that in order for my students and I to develop a relationship built on trust and respect, I had to be vulnerable and willing to share some personal narratives. In the following article, I share how I, the teacher, was vulnerable with my students during our literature discussions around Latinx children’s literature in order to have conversations about critical topics, such as, immigration, bilingualism, and family. My ultimate goal was for my students to develop critical consciousness. 
oai:ojs2.10.243.4.117:article/215	Garcia, Santiago Andrés; Arciga, Maritza; Sanchez, Eva; Arredondo, Robert	A Medical Archaeopedagogy of the Human Body as a Trauma-Informed Teaching Strategy for Indigenous Mexican-American Students	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 128-156	AMAE, Inc.	eng	10.24974/amae.12.1.388	https://amaejournal.utsa.edu/index.php/AMAE/article/download/215/206	In this article, three co-authors share their narratives and clay figurines sculpted during the Mesoamerican Figurine Project of Rio Hondo College (Garcia, in press-a). Through reflective writing exercises and the sculpting of small-scale clay figurines, Los Angeles-based Mexican-American students unearthed parts of their Mesoamerican ancestry and materialized their stories of displacement and violence to assist in meeting student learning outcomes (SLOs). After interpreting these data alongside the medical tools observed on the four Tezcatlipocas of Mesoamerica (Acosta, 2007), the supposition is that Indigenous Mesoamerican students benefit when engaged through the following topics: 1) land and cosmology, 2) trauma and medicine, 3) resiliency and self-determination, and 4) community and family. To support all students’ educational and mental health goals, and to prevent further trauma accumulation, the Mesoamerican figurine is modeled as a pedagogical tool with a wide range of therapeutic values. By employing a critical autoethnographic approach (Ohito, 2017), Instructor Garcia’s ancestral knowledge—combined with his students’ insights—enabled his conceptualization of a medical archaeopedagogy of the human body as a trauma-informed teaching strategy (Cole, Eisner, Gregory, & Ristuccia, 2013) to begin to address the mental health challenges prevalent in the Mexican-American community related to the cultural genocide of Native Americans.
oai:ojs2.10.243.4.117:article/216	Valencia, Beatriz T.	The Grass is Greener on This Side	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 157-164	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/216/207	The pathway to education is two sided. The institutional side, and the side of the student. Often, these sides are not in sync. In this essay, I present my personal experience as a student. The process of attainment was both chaotic and filled with personal doubt. Using Anzaldúa's autohistoria as the foundation, I share memories and story to situate the reader in the collective experience of many students of color. The self-awareness gained from the unfolding of pain, healing, and self-reflection throughout this process, is the empowerment of this framework (Anzaldúa & Keaton, 2009). As a consequence of using this method, a new voice emerged. A voice of resistance and persistence. The essay takes the reader on a journey of hope. A journey of choices and adaptations from an immigrant’s point of view. A journey of self-discovery. This story, although not unique, traces the history and its relation to my academic struggles and barriers of assimilation, racism, and exclusion. As an immigrant student, the external forces that distract and fill one with self-doubt were in constant motion. It was the acquisition of knowledge and methorship of kind people that carried me to where I am today, and the realization of my oppression has freed me to share this memoir. This is my story.
oai:ojs2.10.243.4.117:article/217	Sigala, Maxine Christina	Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth. Valenzuela, Angela. (2016). New York, NY: Teachers College.	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 165-167	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/217/208	N/A
oai:ojs2.10.243.4.117:article/218	Aguilar-Smith, Stephanie; Villarreal, Cynthia D.	Hispanic-Serving Institutions: Advancing Research and Transformative Practice. Anne-Marie Núñez, Sylvia Hurtado, & Emily Calderón Galdeano (Eds.). (2015). New York, NY: Routledge.	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 168-171	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/218/209	N/A
oai:ojs2.10.243.4.117:article/219	Valencia, Beatriz T.	This is Your Utopia?	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 172-174	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/219/210	N/A
oai:ojs2.10.243.4.117:article/21	Rodriguez, James	Understanding home, school, and community contexts: An ecological perspective of the educational experiences of Mexican Americans	2009-02-01	Association of Mexican American Educators Journal; Vol. 3 No. 1 (2009): Critical Issues in Mexican American/Chicano/Latino Parent Engagement in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/21/18	This article presents a social ecological model to increase our understanding of the dynamic interplay between the home and school contexts of Mexican Americanchildren and to promote the engagement of their parents and families in the educational process. More specifically, the social ecological model is used to explain process that occur within those contexts in order to bridge the sociocultural gap that often exists between the home and school experiences of Mexican children and adolescents. The application of the social ecological model will hopefully lead to higher levels of effectiveness in eforts to promote parental engagement and greater academic success among Mexican Americans.
oai:ojs2.10.243.4.117:article/220	Babino, Alexandra	Me llamo Ale, quien no cabe en tus casillas	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 175-177	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/220/211	N/A
oai:ojs2.10.243.4.117:article/221	Martinez, Ricardo	A Subtractive Intellectualism	2018-02-01	Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 178-180	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/221/212	N/A
oai:ojs2.10.243.4.117:article/222	Santiago, Maribel; Patrón-Vargas, Jasmin	The Fluidity of Historical Analysis: Students’ Interpretations Of Mendez V. Westminster	2019-02-01	Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 1-18	AMAE, Inc.	eng	10.24974/amae.13.1.422	https://amaejournal.utsa.edu/index.php/AMAE/article/download/222/213	Using research from two eleventh-grade U.S. history classrooms in the San Francisco area, this article examines how students draw on their lived experiences to create historical meanings. Specifically, a three-day lesson on Mendez v. Westminster was used as part of a curricular intervention to explore the following question: How do students use their experiences with race/ethnicity and language to understand how discrimination was enacted in a different time? A grounded theory approach was used to identify patterns and codes from the data including student work, student interviews, and classroom observations. Findings reveal that students’ lived experiences served as a tool for understanding racial/ethnic discrimination and reasons why 1940s Mexican Americans claimed whiteness. At the same time, students’ lived experiences limited their ability to recognize language segregation in the 1940s. Having said this, students in this study view history through various lenses: 1) a racialized lens that recognizes White privilege; and 2) a language lens that reifies language discrimination. The authors conclude by presenting the complexity of students’ intersectional identities in shaping their historical analysis. 
oai:ojs2.10.243.4.117:article/223	Abrica, Elvira	Later-Generation Mexican-American Undergraduate Stages of Passage and the Development of a Transformational Impetus	2019-02-01	Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 19-41	AMAE, Inc.	eng	10.24974/amae.13.1.437	https://amaejournal.utsa.edu/index.php/AMAE/article/download/223/214	Race and immigrant generation are among the most important factors that shape educational opportunities and outcomes in U.S. society. While sociological researchers point to downward mobility after the second generation among Mexican-Americans, there is limited empirical attention to the role that generational status may play in shaping post-secondary educational experiences and outcomes. Drawing on the under-utilized Undergraduate States of Passage Model advanced by Yosso (2006), this study qualitatively examines the experiences of later-generation Mexican-American students. Findings indicate that later-generation Mexican-American college students experienced unique challenges to building counter spaces with other Latinas/os/xs on campus. Yet, participants consistently described a desire to transform, which I call a “transformational impetus.” Implications for post-secondary persistence among Mexican-American collegians are discussed, as are implications for advancing racial justice for the Latina/o/x population more broadly.
oai:ojs2.10.243.4.117:article/224	Tirado, Jesús Alejandro	A Snapshot of the Latinx Teaching Experience in the New Latino Diaspora	2019-02-01	Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 42-60	AMAE, Inc.	eng	10.24974/amae.13.1.439	https://amaejournal.utsa.edu/index.php/AMAE/article/download/224/215	As the nation’s classrooms (and the nation itself) undergo a demographic change, we have to wonder what will happen to the teaching profession and attitudes as minority teachers start to fill the ranks of this profession. This paper seeks to contribute to this work with the interviews of four Latinx teachers who are working in the New Latino Diaspora. These teachers come from a variety of fields, math, English and social studies and work in different places. Their words and ideas help us understand the ideas and practices that they implement and how they will change the classroom. Exploring these changes provides one way that we can understand what minority teachers bring to the classroom and how they can help their students learn and grow. 
oai:ojs2.10.243.4.117:article/225	Núñez, Vanessa; Cruz Lopez, Esmeralda C.; Hernández, Mariana Sarmiento; Smedley, Anna C.	La Lucha Sigue: Making the Case for Institutional Support of Undocumented and DACAmented Students in Higher Education	2019-02-01	Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 61-79	AMAE, Inc.	eng	10.24974/amae.13.1.445	https://amaejournal.utsa.edu/index.php/AMAE/article/download/225/216	This project used a Community-Based Participatory Research (CBPR) approach to explore the experiences of undocumented and DACAmented college students in Southern Nevada. CBPR is a collaborative approach to research that involves members of the community being studied to be a part of the entire research process and builds on the strengths of the community. Relying heavily on the knowledge and voices of our community partners, the UndocuNetwork, we conducted interviews with undocumented and DACAmented student activists about their experiences in higher education. We discuss the findings from in-depth interviews with twelve undocumented and DACAmented student activists who are leading the movement at the University of Nevada, Las Vegas to make higher education more accessible and supportive of undocumented and DACAmented students. The questions were written broadly to foster discussion on three main topics: institutional activism, access and barriers to student resources, and campus climate. Participants shared a sense of responsibility to engage in institutional change work, and embraced their agency and exhibited resiliency for navigating higher education through their peer support network. We argue that undocumented and DACAmented students in the UndocuNetwork fill a gap within the institution in sharing resources and helping each other navigate higher education. 
oai:ojs2.10.243.4.117:article/226	Pantoja Perez, Tess; Méndez-Negrete, Josie	Burial Practices Expose Identity Formation: Muerte y figura hasta la sepultura	2019-02-01	Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 80-101	AMAE, Inc.	eng	10.24974/amae.13.1.447	https://amaejournal.utsa.edu/index.php/AMAE/article/download/226/217	An examination of identity formation and its performative qualities or ways in which one enacts identity emerged as a result of a study of racially segregated cemeteries in a rural South Texas town, a practice that continues to dictate how burials are carried out, according to race. Fieldwork, archives, and pláticas, made visible the historical origins of funerary practices for the primary author—whose family lives in Nixon, Texas. Along with documenting funerary practices, this study explores the ways in which Pantoja Perez’s ancestors creatively camouflaged ethnicity to disidentify with their Mexican identity, in the context of an ideology of Americanization. It was found that cultural, as well as funerary practice veiled and protected Mexicans by class, thus not having to enact a racialized ethnicity while rejecting culture and language practices associated with being Mexican in public spaces. 
oai:ojs2.10.243.4.117:article/227	García-Louis, Claudia	Transforming the Culture of Academia One Classroom at a Time: Testimonio of a Latina Junior Faculty Member Engaging in Latina Critical Pedagogical Activism	2019-02-01	Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 102-123	AMAE, Inc.	eng	10.24974/amae.13.1.448	https://amaejournal.utsa.edu/index.php/AMAE/article/download/227/218	Inspired by the work of Chicana feminist scholars, the author narrates her process of academic awakening and survival by illustrating how testimonio can be utilized as a pedagogical tool within the classroom. She introduces the concept of Latina Critical Pedagocial Activism (LCPA) and its’ four tenets—centralización, epistemological engagement, educonfianza, and lengua resistencia—as a tool to be utilized by Latina faculty. LCPA serves a pedagogical framework faculty could utilize to validate their experiences in the classroom, while simultaneously communicating to Latinx students that their culture matters; that they belong and deserve to be in academia. Together, students and faculty disrupt hegemonic schooling practices by centering non-white ways of knowing, learning, and teaching. 
oai:ojs2.10.243.4.117:article/228	Calderon-Berumen, Freyca; O'Donald, Karla	Promoting Curriculum of Orgullo: Latinx’s Children’s Books and Testimonio	2019-02-01	Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 124-141	AMAE, Inc.	eng	10.24974/amae.13.1.449	https://amaejournal.utsa.edu/index.php/AMAE/article/download/228/219	As educators that are committed to democratic liberatory education for all, we are called to create spaces and places where we can cultivate and curate experiences that can provide avenues for students to develop self-awareness and agency. These dialogical spaces and places will problematize and question students’ knowledge and understanding leading them to articulate perspectives inhibited by hidden curriculum that hinders them from developing and actualizing a sense of self and purpose. This essay provides an example of decolonizing curriculum through children’s literature to support students in exploring, analyzing, and creating testimonies as a way to problematize their understandings and experiences with marginalized communities. Testimonio, embodied in the aesthetics of children’s literature, provides a pivotal pedagogical tool that allows students to critically reflect on systematic oppression, social inequalities, and hegemonic practices. Framed within a curriculum of orgullo (Calderon-Berumen & O’Donald, 2017), the testimonies embedded in children’s literature scaffolds the process of reading, producing, and analyzing students’ personal narratives.
oai:ojs2.10.243.4.117:article/229	Toledo, Ernesto Wilehaldo	Where I'm From	2019-02-01	Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 142	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/229/220	N/A
oai:ojs2.10.243.4.117:article/22	Madrid, Michael	Dancing with the Devil and Other Stories my Mother Told Me	2009-02-01	Association of Mexican American Educators Journal; Vol. 3 No. 1 (2009): Critical Issues in Mexican American/Chicano/Latino Parent Engagement in K-12 Schools	AMAE, Inc.	eng	none	https://amaejournal.utsa.edu/index.php/AMAE/article/download/22/19	Dancing with the Devil and Other Stories My Mother Told" is an analysis of the history and growth of a popular folktale genre that developed during the 15th century in Mexico and has persisted over time throughout the Southwest. The oral tradition and the telling of folktales are means by which the cultural traditions of people of Mexican descent are maintained and fostered in informal as well as formal educational settings. The study is characterized by an examination of the cultural, religious, political, and historical characteristics of the indigenous, Spanish, and Mexican cultures that nurtured and promulgated the creation of this unique folktale motif. Furthermore, the various story types_etiologigal, the abandoned baby, devil as caballero or gentleman, and the-devil-at-a-dance_are carefully analyzed in terms of characterization, plot, setting, religious significance, and didactic function.	nan	7	.pdf	application/pdf	4926	245	51	In this article, we use narrative theory to analyze and discuss how one Salvadoran youth, Thomas, constructed three different yet overlapping narratives, including a digital story, on his family’s movement across borders. We suggest that narratives and digital technology offer Latino youth a vehicle to become theorists of, and change agents of their own and of others’ worldviews.	cache/amae-111.pdf	txt/amae-111.txt