# bib

id: amae-94
author: Rodríguez, Gabriela
title: Confusion is my Dress
date: 2011.0
pages: 1
extension: .pdf
mime: application/pdf
words: 165
sentence: 15
flesch: 82
cache: cache/amae-94.pdf
txt: txt/amae-94.txt
summary:
  Si un día se derrotan o desuelven, como pápel en un vaso de agua, un día se colarán y volverán. amea_2011.indd Association of Mexican American American Educators (AMAE) Journal © 2011 • Volume 5, Issue 1 Confusion is my Dress Gabriela Rodríguez California State University, Fresno Que me internen, mama, yo ya


id: amae-47
author: Darder, Antonia
title: The Great Mother Wails
date: 2010.0
pages: 2
extension: .pdf
mime: application/pdf
words: 261
sentence: 12
flesch: 58
cache: cache/amae-47.pdf
txt: txt/amae-47.txt
summary:
  amea_2010.indd Association of Mexican American American Educators (AMAE) Journal © 2010 POEMS The Great Mother Wails Antonia Darder University of Illinois The Earth extends her arms to us; Revealing through her nature the changing condition of our existence. And still, we spin ungodly tantrums of injustice against her love, against ourselves, against one another. 59 Association of Mexican American American Educators (AMAE)


id: amae-11
title: amae-11
pages: 1
extension: .pdf
mime: application/pdf
words: 237
sentence: 9
flesch: 63
cache: cache/amae-11.pdf
txt: txt/amae-11.txt
summary:
  But they are trainable Children should pass From one grade to another Only when they are at grade level Coverpage 49 MANIFESTO II: Education Alfonso C. Hernandez All education Must be free Including graduate school For all the real students Many children Are not able to learn For lack of intelligence For being born impaired


id: amae-103
author: Crandall, Cara
date: 2012.0
pages: 3
extension: .pdf
mime: application/pdf
words: 1642
sentence: 51
flesch: 42
cache: cache/amae-103.pdf
txt: txt/amae-103.txt
title:
  Mothers United: An Immigrant Struggle for Socially Just Education. Andrea Dyrness, Minneapolis: University of Minnesota Press, 2011, 264 pages

summary:
  As these madres begin to debrief on their frustrating and frustrated participation in school reform, they fi nd they have multiple questions and concerns about the new, purportedly community-based school, United Community School (UCS). Dyrness develops these strands of personal resources, marginalization, and transformation in chapters that begin with an overview of Oakland’s school reform movement including its various stakeholders and continues with a more traditional ethnographic study of Whitman Elementary School as a way to contextualize the need for school reform.


id: amae-52
author: Burciaga, Rebeca; Rodriguez, Gloria
title: Latina/o Educational Leadership: Testimonios from the Field
date: 2016.0
pages: 5
extension: .pdf
mime: application/pdf
words: 1519
sentence: 86
flesch: 47
cache: cache/amae-52.pdf
txt: txt/amae-52.txt
summary:
  Latino educational leadership across the pipeline for Latino communities and Latina/o leaders. Therefore, we share these seven articles, two poems, and a book review as a response to broadening the narrow conceptualizations of educational leadership.


id: amae-104
author: Reyes III, Reynaldo
title: Teachers of Latinos on the Margins: Beginning at a Pedagogy from Within
date: 2012.0
pages: 4
extension: .pdf
mime: application/pdf
words: 2665
sentence: 120
flesch: 62
cache: cache/amae-104.pdf
txt: txt/amae-104.txt
summary:
  In discussing these realities of teaching in today’s classrooms, working with diffi cult, defi ant, and complacent students, or knowing how to reach students who express no hope or confi dence in the education system, I get the sense that my students are not quite sure of their abilities to reach and teach such students. The learning of this pedagogy and ability to empower comes from the interactions they have with marginalized students and learning how to reveal what is making them silent and to create space for their voice.


id: amae-51
author: Prieto, Linda
title: Testimonios Informing a Human Rights and Social Justice Education Framework
date: 2016.0
pages: 8
extension: .pdf
mime: application/pdf
words: 3123
sentence: 161
flesch: 53
cache: cache/amae-51.pdf
txt: txt/amae-51.txt
summary:
  Similarly, other testimonios by engaged educators of color in K-12 teacher and campus leader preparation programs (Prieto & Niño, 2016; Prieto & Villenas 2012, 2015; Urrieta & Villenas, 2013) examine who we are, how we “know,” and how we teach for wholeness, social justice, and liberation. Journal © 2016, Vol 10, Issue 2, ISSN 2377-9187 | 96 Testimonios Informing a Human Rights and Social Justice Education Framework Linda Prieto, Ph.D. ALearn, Vice President of Programs I have written testimonios (politically urgent life stories) alone, and in collaboration with others, as a method and political tool that conveys my own and others’ lived and professional experiences (Alarcón, Guardia Jackson, Prieto, Rodriguez-Arroyo, 2011; Prieto & Villenas, 2012, 2015; Prieto, 2015 a, b, c; Prieto, Chapa, Castro, G., Castro, N., Araujo, forthcoming; Prieto & Niño, 2016).


id: amae-8
author: Flores, Juan
title: El Peleonero
date: 2007.0
pages: 3
extension: .pdf
mime: application/pdf
words: 1267
sentence: 63
flesch: 86
cache: cache/amae-8.pdf
txt: txt/amae-8.txt
summary:
  Alan struck fear in me and in other kids that were not popular or athletic. My mother warned me about kids like Alan.


id: amae-10
author: Hernandez, Alfonso
title: MANY LANGUAGES: ONE TONGUE
date: 2007.0
pages: 2
extension: .pdf
mime: application/pdf
words: 461
sentence: 12
flesch: 56
cache: cache/amae-10.pdf
txt: txt/amae-10.txt
summary:
  Coverpage 47 MANY LANGUAGES: ONE TONGUE Alfonso C. Hernandez In Chinese pain is pain in English Both new born cry the exactly same cry In either tongue When torn out from their mother The horror of this Earth appears in either language In England and in China new born souls would prefer To return to the Cosmos whence they came from. Love is in Swahili as in French is Love Both hearts always beat At the exactly same rhythm The same measure of blood Bursts out from either heart Equal, the horror of the Absence When the loved ones just die In Black Africa and in France The Essence of Love is equal in aroma.


id: amae-59
author: López, Patricia D.
title: Leadership for Chicano/Latino Education and the Politics of Change
date: 2016.0
pages: 12
extension: .pdf
mime: application/pdf
words: 4414
sentence: 216
flesch: 40
cache: cache/amae-59.pdf
txt: txt/amae-59.txt
summary:
  Chicano education from the civil rights era to present. Chicano students and the courts: The Mexican American legal struggle for educational equality.


id: amae-2
author: Valencia, Albert
date: 2007.0
pages: 12
extension: .pdf
mime: application/pdf
words: 5120
sentence: 302
flesch: 50
cache: cache/amae-2.pdf
txt: txt/amae-2.txt
title:
  Fulfilling the University Promise: Enriching the Art of Mentoring with Counseling Methods and Empirical Evidence

summary:
  The University is committed to increase options for the next generation of children by using culturally appropriate and linguistically sensitive models to mentor students and assist them to persist in school and to graduate. The following section will present a review of the predictors of attrition among college students found in the literature.


id: amae-44
author: Vasquez, Julian; Williams, Amy; Jez, Su Jin
title: Inputs and Student Achievement: An Analysis of Latina/o-Serving Urban Elementary Schools
date: 2010.0
pages: 11
extension: .pdf
mime: application/pdf
words: 5264
sentence: 293
flesch: 54
cache: cache/amae-44.pdf
txt: txt/amae-44.txt
summary:
  These fi ndings do highlight how nuanced educational policy should be and how diffi cult it is to measure the impact of school fi nance on student achievement in urban Latina/o majority schools. Neighborhood social capital, poor physical conditions, and school achievement.


id: amae-95
author: Coronado, Heidi M.
title: Undocumented Education
date: 2011.0
pages: 1
extension: .pdf
mime: application/pdf
words: 89
sentence: 3
flesch: 35
cache: cache/amae-95.pdf
txt: txt/amae-95.txt
summary:
  amea_2011.indd Association of Mexican American American Educators (AMAE) Journal © 2011 • Volume 5, Issue 1 Undocumented Education Heidi M. Coronado Claremont Graduate University Perdida, Herida Crossing man-made borders Triste, Desesperada Feelings inside my heart Cansada, Con fuerza Mis ancestros me guían Nameless, Invisible Dicen que no existo Persistent, Empowered Estoy aquí en la lucha Resilient, Limitless Sigo mi camino Rooted, Connected Con mi alma y mi cultura Educated, Powerful Brindando esperanza a mi comunidad Valiente, Una líder Por los que vienen conmigo


id: amae-90
author: Manzo, Rosa D.; Cruz, Lisceth; Faltis, Christian; de la Torre, Adela
title: Professional Development of Secondary Science Teachers of English Learners in Immigrant Communities
date: 2011.0
pages: 8
extension: .pdf
mime: application/pdf
words: 4646
sentence: 240
flesch: 49
cache: cache/amae-90.pdf
txt: txt/amae-90.txt
summary:
  An alternative explanation, one that we fi nd to be more probable, is that science is challenging for ELs because science teachers in general are not making the kinds of adjustments needed to ensure that ELs have access to texts and are able to participate in the class learning experience (de Oliveira, 2010; Lee & Luykx, 2005; Lee, 2005). An essential feature of the ARISE project was to provide professional development to science teachers teaching in public schools with large numbers of ELs.


id: amae-99
author: Burciaga, Rebeca; Erbstein, Nancy
title: Latina/o Dropouts: Generating Community Cultural Wealth
date: 2012.0
pages: 10
extension: .pdf
mime: application/pdf
words: 6472
sentence: 378
flesch: 55
cache: cache/amae-99.pdf
txt: txt/amae-99.txt
summary:
  Indeed, there is much to learn from young adults who are dismissed as “high school dropouts” but have a wealth of perspectives on their ability to persist and resist despite not earning their high school diplomas in traditional ways. The analysis draws from testimonios of six Latina/o young adults between the ages of 18 and 20 living in California’s 9-County Sacramento Region who left or considered leaving high school before graduating.


id: amae-87
author: Jacobo, Rodolfo; Ochoa, Alberto
date: 2011.0
pages: 9
extension: .pdf
mime: application/pdf
words: 5218
sentence: 271
flesch: 53
cache: cache/amae-87.pdf
txt: txt/amae-87.txt
title:
  Examining the Experiences of Undocumented College Students: Walking the Known and Unknown Lived Spaces

summary:
  Figure 1 illustrates two dimensions and four quadrants that allows one to refl ect on how undocumented college students navigate their lived spaces on a daily basis. Existing law established by the Supreme Court case Plyler vs. Doe in 1982 gives undocumented immigrant students the right to a K-12 education under the 14th amendment.


id: amae-65
title: Testimonio Praxis in Educational Spaces: Lessons from Mujeres in the Field
date: 2017.0
pages: 17
extension: .pdf
mime: application/pdf
words: 6930
sentence: 352
flesch: 45
cache: cache/amae-65.pdf
txt: txt/amae-65.txt
author:
  Martínez , Vanessa Lina; Hernandez Sanchez , Ma. Eugenia ; Flores Carmona , Judith ; El Ashmaw, Yvonne P. 

summary:
  Keywords: testimonio pedagogy, administration, higher education, educational leadership community advocacy, Chicana/Latina/Latinx DOI: http://dx.doi.org/10.24974/amae.11.327 http://dx.doi.org/10.24974/amae.11.327 Testimonio Praxis in Educational Spaces Association of Mexican American Educators (AMAE) Journal © 2017, Open Issue, Vol. 11, Issue 1 | 39 Introduction Testimonio Methodology, Pedagogy, and Praxis In order to add to the genre of testimonio pedagogy and envision new conceptions of leadership rooted in testimonio, we begin by reviewing the genre as method and methodology.


id: amae-69
author: Torres-Velásquez, Diane
title: Martínez v. State of New Mexico: The Right to a Sufficient Education
date: 2017.0
pages: 20
extension: .pdf
mime: application/pdf
words: 7779
sentence: 350
flesch: 53
cache: cache/amae-69.pdf
txt: txt/amae-69.txt
summary:
  New Mexico November 14, 2014b). Volume 11 Issue 1 2017 AMAE Open Issue Editors Patricia Sánchez The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal Journal Website: http://amaejournal.utsa.edu http://amaejournal.utsa.edu/ Torres-Velásquez Association of Mexican American Educators (AMAE) Journal © 2017, Open Issue, Vol. 11, Issue 1 | 106 Martínez v. State of New Mexico: The Right to a Sufficient Education Diane Torres-Velásquez The University of New Mexico


id: amae-45
author: Ochoa, Laura
title: Documenting the Undocumented: Testimonios as a Humanizing Pedagogy
date: 2016.0
pages: 16
extension: .pdf
mime: application/pdf
words: 6333
sentence: 448
flesch: 74
cache: cache/amae-45.pdf
txt: txt/amae-45.txt
summary:
  In so doing, this study seeks to look beyond the broadly articulated claims about undocumented immigrants and shed light on what it really means to be unauthorized in America. Towards the endeavor, this article seeks to create a rich narrative of human survival and about the struggles and obstacles undocumented immigrants face within our broken immigration system.


id: amae-46
author: Okhremtchouk, Irina
date: 2010.0
pages: 2
extension: .pdf
mime: application/pdf
words: 678
sentence: 23
flesch: 43
cache: cache/amae-46.pdf
txt: txt/amae-46.txt
title:
  To what ends & by what means? The social justice implications of contemporary school finance theory & policy by Gloria Rodriguez and Anthony Rolle (Eds.) (2007)

summary:
  An introductory chapter presents editors’ defi nitions for social justice in the context of school fi nance and invites the readers to take initial an step forward envisioning new possibilities for social justice frameworks in school fi nance. The Social Justice Implications of Contemporary School Finance Theory and Policy (2007) presents an unprecedented perspective on the issues of school fi nance by engaging its readers in how the school fi nance theory and policy can aid in eliminating existing inequalities and support democratic participation by all members of the society.


id: amae-64
author: Ventura, Julissa
date: 2017.0
pages: 18
extension: .pdf
mime: application/pdf
words: 7224
sentence: 317
flesch: 56
cache: cache/amae-64.pdf
txt: txt/amae-64.txt
title:
  We Created that Space with Everybody: Constructing a Community-Based Space of Belonging and Familia in a Latina/o Youth Group

summary:
  There must be an attuned awareness of how to sustain youth spaces without de-centering the youth themselves, and how to construct these spaces with youth rather than framing them as safe havens for youth. The New Familia of Youth and Allies At Latin@Youth, caring relationships created strong bonds among youth and between youth and allies.


id: amae-58
author: Vélez, Verónica N.
date: 2016.0
pages: 21
extension: .pdf
mime: application/pdf
words: 9038
sentence: 452
flesch: 55
cache: cache/amae-58.pdf
txt: txt/amae-58.txt
title:
  Organizing for Change: Latinx Im/migrant Parents, School Decision-Making, and the Racial Politics of Parent Leadership in School Reform 

summary:
  Grounded in Latina/o Critical Theory (LatCrit), this article focuses specifically on the development of political agency among ALIANZA members, highlighting organizational strategies aimed at school reform while strengthening counter- narratives to interrupt racist depictions that functioned to cast Latinx parents as “unfit” to serve as educational leaders. Taken together with dominant notions of parent involvement, educational policies on school accountability only contribute to a further marginalization of Latinx parents in schools (Rogers, 2002).


id: amae-14
title: amae-14
pages: 10
extension: .pdf
mime: application/pdf
words: 5888
sentence: 385
flesch: 73
cache: cache/amae-14.pdf
txt: txt/amae-14.txt
summary:
  Alex’s mother did mention that “Alex tuvo unos problemitas en esos dos años” (Alex had some problems during those two years”). In this issue of the AMAE Journal, a second case of her study, Alex, is presented.


id: amae-76
author: Cuellar, Marcela G.; Segundo, Vanessa; Muñoz, Yvonne
title: Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model
date: 2017.0
pages: 26
extension: .pdf
mime: application/pdf
words: 8964
sentence: 454
flesch: 37
cache: cache/amae-76.pdf
txt: txt/amae-76.txt
summary:
  http://amaejournal.utsa.edu ISSN: 2377-9187 Volume 11 Issue 3 2017 AMAE Invited Special Issue Answering the Call: Hispanic-Serving Institutions as Leaders in the Quest for Access, Excellence, and Equity in American Higher Education Guest Editors Tracy Arámbula Ballysingh Caroline S. Turner University of Vermont California State University, Sacramento Desiree D. Zerquera Victor B. Sáenz University of San Francisco The University of Texas at Austin Editors Patricia Sánchez The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal http://amaejournal.utsa.edu/ Cuellar, Segundo, & Muñoz Association of Mexican American Educators (AMAE) Journal © 2017, Volume 11, Issue 3 84 Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model Marcela G. Cuellar University of California, Davis Vanessa Segundo University of California, Davis Yvonne Muñoz University of California, Davis Abstract Hispanic-Serving Institutions (HSIs) play a critical role in advancing postsecondary access and success for Latinx students. In an effort to inform future research of Latinx students at HSIs, we argue that student experiences and outcomes should be based on notions of empowerment given the historically marginalized status of this group.


id: amae-37
author: Ochoa, Alberto; Pearl, Art
title: Understanding Resource: Maldistribution and Acting on Inequality of Resources
date: 2010.0
pages: 8
extension: .pdf
mime: application/pdf
words: 5219
sentence: 294
flesch: 51
cache: cache/amae-37.pdf
txt: txt/amae-37.txt
summary:
  In the case of Latino students, a large majority of students are placed in compensatory programs that are guided by a cognitively undemanding curriculum. Across the country, $908 less per student is spent on students in the districts educating the most students of color, as compared to the districts educating the fewest” (Education Trust, 2009).


id: amae-33
author: Jimenez-Castellanos, Oscar
date: 2009.0
pages: 3
extension: .pdf
mime: application/pdf
words: 3
sentence: 1
flesch: 119
summary: pg62 pg63 pg64
cache: cache/amae-33.pdf
txt: txt/amae-33.txt
title:
  The Power of Parents: A Critical Perspective of Bicultural Parent Involvement in Public Schools by Edward M. Olivos


id: amae-13
title: amae-13
pages: 11
extension: .pdf
mime: application/pdf
words: 5486
sentence: 340
flesch: 57
cache: cache/amae-13.pdf
txt: txt/amae-13.txt
summary:
  This curiosity also led the author to focus her master’s thesis and doctoral work on Central American immigrant children (Lavadenz, 1994; 1991). The effects of war trauma in Central American immigrant children.


id: amae-97
author: Beckett, Linnea; Glass, Ronald David; Moreno, Ana Paulina
date: 2012.0
pages: 10
extension: .pdf
mime: application/pdf
words: 7076
sentence: 288
flesch: 46
cache: cache/amae-97.pdf
txt: txt/amae-97.txt
title:
  A Pedagogy of Community Building: Re-imagining Parent Involvement and Community Organizing in Popular Education Efforts

summary:
  The digital stories were grounded in generative themes that emerged from a series of focus groups with ~125 school parents and community members, ~50 youth, and ~25 teachers, and they were crafted in intimate story circles facilitated by some of The Project members. We argue that these dynamic processes of community building and ethical and political engagement suggest transformations in conceptions of parent involvement in school reform that could support meaningful and sustained change for schools in LI/RCLD communities.


id: amae-12
title: amae-12
pages: 6
extension: .pdf
mime: application/pdf
words: 3692
sentence: 228
flesch: 70
cache: cache/amae-12.pdf
txt: txt/amae-12.txt
summary:
  “Our own voice”: The necessity of Chicano literature in mainstream curriculum. These books written and illustrated by Chicano authors and illustrators give young Chicano students a different perspective to life that contrasts that of traditional school textbooks.


id: amae-62
author: Gonzalez, Araceli
title: Reframing Community Partnerships in Education: Uniting the Power of Place and Wisdom of People.
date: 2016.0
pages: 4
extension: .pdf
mime: application/pdf
words: 1322
sentence: 63
flesch: 43
cache: cache/amae-62.pdf
txt: txt/amae-62.txt
summary:
  This reconfiguration and re-authoring of the self and community can be achieved through the use of tools such as, but not limited to, asset and community mapping and two proposed “dynamic-critical pedagogies”—the pedagogies of reflection, which engage participants in a circular practice of appreciative listening, meaningful critical dialogue and the pedagogies with and in community that engage participants in strategic community action, defined by the active problem-posing and recognition of community assets (p. 91-92). However, its full materialization was a continuous engagement in questioning, active boundary crossing, and reflection of their roles, or positionality, as educators, advocates, and community organizers.


id: amae-60
author: Baltazar-Sabbah, Blanca
title: A Call to Action
date: 2016.0
pages: 1
extension: .pdf
mime: application/pdf
words: 240
sentence: 7
flesch: 50
cache: cache/amae-60.pdf
txt: txt/amae-60.txt
summary:
  Silence—the systems and people that make us voiceless Passivity—the people who don’t act upon injusticias Stereotypes—the lack of expectations because of the color of our skin, our gender, nuestra lengua natal Inequities— the tracking of students, the lack of resources, underachievement of Latinos Apathy—complacency with the status quo Silence, passivity, stereotypes, inequities, apathy— that’s what makes me angry I am enraged by the racism, the stereotypes and the lack of respect for my gente. Will you break up the silence, passivity, stereotypes, inequities and apathy?


id: amae-16
title: amae-16
pages: 2
extension: .pdf
mime: application/pdf
words: 1094
sentence: 57
flesch: 78
cache: cache/amae-16.pdf
txt: txt/amae-16.txt
summary:
  I was born here in the United States, and my Spanish was definitely not as good as those who were born in Mexico. He would bring up the saying whenever we started to speak too much English inside the house, and especially if we tried to speak English to him: “Hay un dicho: ‘Cuando en Roma, haz como los Romanos’ – y en MI casa, van a hablar español’” (“There is a saying: ‘When in Rome, do as the Romans do’ – and in MY house, you will speak Spanish!’”)


id: amae-49
author: Darder, Antonia
title: El Amor está Llamando
date: 2010.0
pages: 1
extension: .pdf
mime: application/pdf
words: 150
sentence: 12
flesch: 53
cache: cache/amae-49.pdf
txt: txt/amae-49.txt
summary:
  La impunidad crece dentro las entrañas de la malicia; mientras pobres se desgastan, los ricos bien que se aprovechan. amea_2010.indd Association of Mexican American American Educators (AMAE) Journal © 2010 El Amor está Llamando Antonia Darder University of Illinois La luz de la esperanza nubla in la oscuridad de la miseria, mientras niños olvidados sufren la codicia del mercado.


id: amae-42
author: Barnett, Joshua; Jensen, Nathan; Ritter, Gary
date: 2010.0
pages: 9
extension: .pdf
mime: application/pdf
words: 4753
sentence: 221
flesch: 58
cache: cache/amae-42.pdf
txt: txt/amae-42.txt
title:
  Dollars for Sense: Assessing Achievement Gaps in Arkansas in the Context of Substantial Funding Increases

summary:
  The fi gures refl ect the change in achievement levels from the fi rst available testing period prior to the increase in targeted fi nancial resources to levels of student achievement fi ve years after the infusion of resources. For example, Arkansas students took the Stanford Achievement Test, Ninth Edition (SAT-9) prior to 2003, took the Iowa Test of Basic Skills until 2008, and students from 2008 until the next change will take the Stanford Achievement Test, Tenth Edition (SAT-10).


id: amae-4
author: Romandia, Mona
title: Case Studies of Minority Students in a Transitional Bilingual Education Program
date: 2007.0
pages: 7
extension: .pdf
mime: application/pdf
words: 3182
sentence: 149
flesch: 56
cache: cache/amae-4.pdf
txt: txt/amae-4.txt
summary:
  The growing number of both main stream and language minority students required the district to make changes in the housing and educational program for the students. We spent time discussing the first graders progress in my class and the strengths and weaknesses bilingual students demonstrated entering the second grade.


id: amae-55
author: Cuevas, P. Antonio
date: 2016.0
pages: 21
extension: .pdf
mime: application/pdf
words: 7931
sentence: 380
flesch: 55
cache: cache/amae-55.pdf
txt: txt/amae-55.txt
title:
  The Journey from De-Culturalization to Community Cultural Wealth: The Power of a Counter Story-Telling Curriculum and How Educational Leaders Can Transform Schools 

summary:
  The Journey from De-Culturalization to Community Cultural Wealth: The Power of a Counter Story-Telling Curriculum and How Educational Leaders Can Transform Schools P. Antonio Cuevas Downtown College Preparatory El Camino Abstract Generations of Latino students have been negatively impacted by de-culturalizing policies, epistemologies and pedagogies in the U.S. educational system. My research demonstrates a revolutionary way to engage Latino students.


id: amae-80
author: Ponjuán, Luis; Palomín, Leticia; Hernández, Susana
date: 2017.0
pages: 22
extension: .pdf
mime: application/pdf
words: 7816
sentence: 436
flesch: 45
cache: cache/amae-80.pdf
txt: txt/amae-80.txt
title:
  Presidential Leadership: Improving Completion Rates of Latino Male Students at Texas Community Colleges

summary:
  Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education. More specifically, other scholars suggest that community college presidents should strategically focus their institutions to improve degree completion for an increasingly ethnically diverse student population (Eddy, 2010; Nevarez, Wood, & Penrose, 2013).


id: amae-38
author: Jimenez-Castellanos, Oscar
title: School Finance and English Language Learners: A Legislative Perspective
date: 2010.0
pages: 10
extension: .pdf
mime: application/pdf
words: 5440
sentence: 315
flesch: 53
cache: cache/amae-38.pdf
txt: txt/amae-38.txt
summary:
  After passing AB 1329, California Assembly Bill 65 (1977) attempted to equalize California school fi nance and fund school programs for English Language Learners. Most scholarly articles related to California school fi nance and English Language Learners focus on court cases (i.e. Serrano v. Priest ; Rodriguez v. LAUSD ), propositions (i.e. Prop. 13 ; Prop. 98 ) and/or budget revenue/expenditure analysis (i.e. local property taxes and fees; state general purpose revenue).


id: amae-9
author: García-Castañón, Juan
title: Mi General - Daniel Hernandez
date: 2007.0
pages: 2
extension: .pdf
mime: application/pdf
words: 476
sentence: 30
flesch: 84
cache: cache/amae-9.pdf
txt: txt/amae-9.txt
summary:
  This poem was written in memory of Daniel Villanueva Hernandez who died quite unexpectedly in San Jose in June 2003. He was a community activist in San Jose and the Bay Area for nearly 40 years, having been involved in Chicano community activities from student initiatives to farm worker and labor issues, housing, health, and police monitoring.


id: amae-91
author: Burciaga, Edelina
title: Americans by Heart: Undocumented Latino Students and the Promise of Higher Education
date: 2011.0
pages: 2
extension: .pdf
mime: application/pdf
words: 1346
sentence: 64
flesch: 43
cache: cache/amae-91.pdf
txt: txt/amae-91.txt
summary:
  This analysis adds an important layer to the discussion about undocumented Latino student success because it moves the discussion beyond personal and individual motivation and addresses how schools as institutions can support undocumented Latino students. Pérez’s primary focus is on the factors that shape the pathway to college for undocumented Latino students.


id: amae-86
author: Pérez, Patricia; Rodríguez, James
date: 2011.0
pages: 8
extension: .pdf
mime: application/pdf
words: 4879
sentence: 243
flesch: 47
cache: cache/amae-86.pdf
txt: txt/amae-86.txt
title:
  Access and Opportunity for Latina/o Undocumented College Students: Familial and Institutional Support Factors

summary:
  The heightened focus on immigration policy has resulted in a scholarship vein highlighting the educational experiences of undocumented college students. The Washington State in-state tuition law, or HB 107911, makes undocumented students who have lived in the state at least three years and have graduated from a Washington State high school eligible to pay in-state tuition rates.


id: amae-24
author: Fuentes, Emma Haydée; Pérez, Manuel Alejandro
title: Our Stories are our Sanctuary: Testimony as a Sacred of Belonging
date: 2016.0
pages: 10
extension: .pdf
mime: application/pdf
words: 3273
sentence: 160
flesch: 49
cache: cache/amae-24.pdf
txt: txt/amae-24.txt
summary:
  In turn, we see testimonios as standing on their own without the need to counter, as essential stories of resistance and healing that reignite social change from beyond a binary of us versus them. Counter-stories are critical to the livelihood of communities who are displaced beyond the borders of master narratives.


id: amae-101
author: Guzmán, Bianca
title: Cultivating a Guerrera Spirit in Latinas: The Praxis of Mothering
date: 2012.0
pages: 7
extension: .pdf
mime: application/pdf
words: 5828
sentence: 311
flesch: 59
cache: cache/amae-101.pdf
txt: txt/amae-101.txt
summary:
  This I argue allows my mothering analysis to be useful to many different types of Latina mothers. This essay is one of the fi rst to explore the pedagogical implications that Latina mothers can teach their daughters how to resist racism and sexism through cultural tools like cuentos, pláticas and consejos.


id: amae-18
title: amae-18
pages: 1
extension: .pdf
mime: application/pdf
words: 153
sentence: 10
flesch: 79
cache: cache/amae-18.pdf
txt: txt/amae-18.txt
summary:
  For a “Born A” student at American High. You listen to Heavy Metal and Punk music You drink Alcohol and tried Pot and Crack Or some other newly invented chemical in Raves To find the Ecstasy of watching TV until 3 a. m.


id: amae-63
author: Niño, Juan Manuel ; Hernandez, Frank; Valle, Fernando; McPhetres, Jon
title: Latina/o School Principals as Instructional Leaders
date: 2017.0
pages: 20
extension: .pdf
mime: application/pdf
words: 7080
sentence: 393
flesch: 45
cache: cache/amae-63.pdf
txt: txt/amae-63.txt
summary:
  It is critical, then, that a appropriate and culturally relevant theoretical framework be used to examine Latino school leaders time on task. The majority of participants (81%) currently served as school principals and 10% served as superintendents.


id: amae-82
author: Contreras, Frances
title: Latino Faculty in Hispanic-Serving Institutions: Where is the Diversity?
date: 2017.0
pages: 29
extension: .pdf
mime: application/pdf
words: 9234
sentence: 397
flesch: 45
cache: cache/amae-82.pdf
txt: txt/amae-82.txt
summary:
  This article presents an examination of faculty diversity in two large systems of higher education in California, specifically the California Community Colleges and the California State University systems which serve the majority of Latino college students in the state of California. Community college faculty are often quick to place the onus of achievement on students rather than critically explore the role of faculty in student failure rates in remedial track courses.


id: amae-53
author: Martinez, Melissa A. ; Marquez, Jocabed; Cantú, Yvette; Rocha, Patricia
title: Ternura y tenacidad: Testimonios of Latina School Leaders
date: 2016.0
pages: 19
extension: .pdf
mime: application/pdf
words: 7529
sentence: 383
flesch: 58
cache: cache/amae-53.pdf
txt: txt/amae-53.txt
summary:
  In closing, Elena noted how Latina school leaders need to be aware of the racial and political aspects of the job, and how “Not everyone who is in a higher position is in it for the kids. Moreover, principal preparation programs must make courageous efforts and become more cognizant of the realities faced by Latina school leaders in particular, to ensure their success once in the field.


id: amae-100
author: Ramírez, Pablo; González, Gustavo
title: Latina Teacher Agency in Public Schools: Love, Tensions, and Perseverance
date: 2012.0
pages: 11
extension: .pdf
mime: application/pdf
words: 6109
sentence: 372
flesch: 56
cache: cache/amae-100.pdf
txt: txt/amae-100.txt
summary:
  Furthermore, the teacher’s role is key in attaining equality for Latino school communities. Consequently, the authors will discuss the major fi ndings in regards to teacher advocacy in Latino school communities.


id: amae-48
author: Jiménez, Rosa M.
date: 2016.0
pages: 15
extension: .pdf
mime: application/pdf
words: 6428
sentence: 330
flesch: 64
cache: cache/amae-48.pdf
txt: txt/amae-48.txt
title:
  “Nuestro camino es más largo” (Our Journey Is Much Longer): A Testimonio of Immigrant Life in the Central Valley and the Road towards the Professoriate

summary:
  High school started off similarly. I was a child of working class Mexican immigrants and labeled an English Learner (EL) in school.


id: amae-71
author: Solís, Jorge L.
title: Mixing Time in a Bilingual Program: When Science Time is English Time
date: 2017.0
pages: 34
extension: .pdf
mime: application/pdf
words: 11228
sentence: 539
flesch: 50
cache: cache/amae-71.pdf
txt: txt/amae-71.txt
summary:
  When referring to sharing time classroom activities like the one in this case study, Cazden (2001) identifies the pedagogical work done by the teacher and students as a pervasive and constant tension because it often requires validation of existing student contributions while simultaneously re-grounding it with additional meaning (p. 22). Accordingly, descriptions of classroom activities and interactions attempt to reflect the local discourse that members of this classroom use to orient their interactions and make sense of their experiences.


id: amae-17
title: amae-17
pages: 3
extension: .pdf
mime: application/pdf
words: 1577
sentence: 116
flesch: 78
cache: cache/amae-17.pdf
txt: txt/amae-17.txt
summary:
  La mesa de la sala está llena de pan fresco, frutas y comidas, las comidas más favoritas de mis abuelos y de mis tres hermanitos ya fallecidos. Los minutos pasan y miro que los rayos del sol empiezan a entrar, poco a poco, más y más por la ventana hasta hacer que los carrizos parezcan estar cubiertos de oro, ensendiendo más el cuarto sobrepasando a lo obscuro.


id: amae-68
author: Chavarria, Karina
date: 2017.0
pages: 16
extension: .pdf
mime: application/pdf
words: 6624
sentence: 332
flesch: 45
cache: cache/amae-68.pdf
txt: txt/amae-68.txt
title:
  Developing Transformative Space for Student Resistance: Latina/o Students’ Interruption of Subtractive Schooling Practices

summary:
  Via participant observations in classrooms over a two-year period, I capture the contextualized interactions informing how teachers and Latina/o students co-construct transformative space for student resistance. Volume 11 Issue 1 2017 AMAE Open Issue Editors Patricia Sánchez The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal Journal Website: http://amaejournal.utsa.edu http://amaejournal.utsa.edu/ Chavarria Association of Mexican American Educators (AMAE) Journal © 2017, Open Issue, Vol. 11, Issue 1 | 91 Developing Transformative Space for Student Resistance: Latina/o Students’ Interruption of Subtractive Schooling Practices Karina Chavarria University of California, Los Angeles Abstract Social reproduction scholars and the literature on critical race theory and student resistance contend that schools are not neutral institutions existing in a vacuum free of the political and social struggles for rights and resources (Delgado Bernal, 1998; Fine, 1991).


id: amae-15
title: amae-15
pages: 1
extension: .pdf
mime: application/pdf
words: 473
sentence: 24
flesch: 57
cache: cache/amae-15.pdf
txt: txt/amae-15.txt
summary:
  Journal_2008._Coverpage._Final[1] 37 Reflections from the Classroom It Used To Be a Nightmare on Elm Street By Art Barragan, Principal In 2004 I began my first assignment at Elm Street School in Oxnard, California. Elm Street Elementary was the lowest performing school in Ventura County with only 9.6% of the students scoring at a proficient level in Language Arts.


id: amae-54
author: Rodríguez, Mariela A.
title: Con todo mi corazón: Mentoring Latinas in Educational Leadership Doctoral Programs
date: 2016.0
pages: 17
extension: .pdf
mime: application/pdf
words: 6618
sentence: 371
flesch: 55
cache: cache/amae-54.pdf
txt: txt/amae-54.txt
summary:
  Socialization practices (Gardner, 2008) to help retain Latina doctoral students include offering research support, developing strong working relationships with faculty, maintaining professional networks, and engaging in scholarly productivity. In his qualitative study of Latina doctoral students, González (2006a) identified the critical role of mentors in assisting Latina doctoral students as they navigated their graduate experience.


id: amae-114
title: amae-114
pages: 3
extension: .pdf
mime: application/pdf
words: 1650
sentence: 50
flesch: 36
cache: cache/amae-114.pdf
txt: txt/amae-114.txt
summary:
  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. Hernández-Zamora elaborates on his data by asserting that his marginalized participants and their practices are truly portraits of how poor people can get access to “broader conversations, intellectual sponsors, powerful discourses, and decolonizing literacy practices for voice and agency” (p. 180).


id: amae-92
author: Romero, Gabriela
title: Reflections of Me: Divergent Educational Experiences
date: 2011.0
pages: 2
extension: .pdf
mime: application/pdf
words: 870
sentence: 56
flesch: 73
cache: cache/amae-92.pdf
txt: txt/amae-92.txt
summary:
  Voice: “Hispanic youth are almost four times more likely than White students and twice as likely as African American students to drop out of school”6 Undergraduate School: I graduated high school with honors and went to a university in the Northwestern United States. I had experienced bilingual education up until I entered Lincoln Middle School and my anxiety emerged.


id: amae-98
author: Gómez, Conrado; Jiménez-Silva, Margarita
title: Mexican American Studies: The Historical Legitimacy of an Educational Program
date: 2012.0
pages: 9
extension: .pdf
mime: application/pdf
words: 6072
sentence: 253
flesch: 45
cache: cache/amae-98.pdf
txt: txt/amae-98.txt
summary:
  The lawsuit’s intent was to have TUSD launch a full-fl edged Mexican American Studies program by fi rst instituting a Mexican American Studies Department with proper administrative to overview it. Additionally, a group of supporters, called the Coalition of Neighbors for Mexican American Studies, attended board meetings to promote the proposal to establish a new department under the Mexican American Studies rubric (L. Basurto, personal communication, September 16, 2011).


id: amae-78
author: Gonzalez, Kenneth P.; Meling, Vanessa S.
title: Modeling an Effective Program for Latina/o College Student Success
date: 2017.0
pages: 16
extension: .pdf
mime: application/pdf
words: 5499
sentence: 272
flesch: 53
cache: cache/amae-78.pdf
txt: txt/amae-78.txt
summary:
  It is difficult, if not impossible, to determine that a redesigned program was the primary factor in increasing student success in the case study offered here. What matters to student success: A review of the literature.


id: amae-105
author: Fernández, Anita; Hammer, Zoe
date: 2012.0
pages: 6
extension: .pdf
mime: application/pdf
words: 3822
sentence: 116
flesch: 35
cache: cache/amae-105.pdf
txt: txt/amae-105.txt
title:
  Red Scare in the Red State: The Attack on Mexican-American Studies in Arizona and Opportunities for Building National Solidarity

summary:
  MAS students read widely from texts usually reserved for college courses – Freire, Giroux, Anzaldúa, Acuña etc. and use interdisciplinary frameworks to inform their actions and research – all resulting in a 90% graduation rate and 80% of those graduates moving on to college (Cambium Report, 2011). Teachers who have supported the remarkable educational success of MAS students have now been reassigned to non-MAS classes, to teach in areas outside of their expertise.


id: amae-93
author: Medina, Arianna; Castañeda-Gutierrez, Fatima
title: La escuela perfecta
date: 2011.0
pages: 1
extension: .pdf
mime: application/pdf
words: 113
sentence: 4
flesch: 41
cache: cache/amae-93.pdf
txt: txt/amae-93.txt
summary:
  amea_2011.indd Association of Mexican American American Educators (AMAE) Journal © 2011 • Volume 5, Issue 1 POETRY La escuela perfecta Arianna Medina, Parent (Poet) Fatima Castañeda-Gutierrez (Photographer) Occidential College Todos quisiéramos una escuela perfecta para nuestros hijos, donde hubiera maestros capacitados para cada necesidad de los niños, donde hubiera sufi cientes áreas verdes donde ellos pudieran jugar, donde cada niño sobresaliera en sus estudios, pero sobre todo, desearíamos que cada niño del mundo tuviera una oportunidad de estar en una escuela donde aprendieran las bases para sobresalir en la vida. Y esto nos llevaría a un mundo mejor, ya que cada niño estaría preparado para enfrentar la vida de una manera digna.


id: amae-50
author: Chandler, Vincent
title: Call to Action: Speaking to Educators on the Praxis of Testimonio and the Nopal Metaphor
date: 2016.0
pages: 16
extension: .pdf
mime: application/pdf
words: 6570
sentence: 345
flesch: 68
cache: cache/amae-50.pdf
txt: txt/amae-50.txt
summary:
  Yet, we can still provide Latin@ and Chican@ students and other students of color with moments (great and small) where an educator speaks to the very essence of their humanity and makes them believe it. Journal © 2016, Vol 10, Issue 2, ISSN 2377-9187 | 81 professors, coaches and other students” (Murphy, 2013, para. 1).


id: amae-85
author: Rodríguez, Jesús
date: 2011.0
pages: 10
extension: .pdf
mime: application/pdf
words: 5485
sentence: 283
flesch: 55
cache: cache/amae-85.pdf
txt: txt/amae-85.txt
title:
  Somos Iguales...Pero No Tanto: Examining the Experience of Belonging among Undocumented Immigrant Latina/o Students

summary:
  Findings indicate that feelings of belonging within-group variation (1.25, 1.5. and 1.75) of undocumented Latina/o students were challenged when issues of language, age of migration and the dominant American narrative projected by their Latina/o documented peers placed undocumented students’ outside of the shared cultural group and society. What do undocumented students perceive as barriers to their schooling experience?


id: amae-130
title: amae-130
pages: 3
extension: .pdf
mime: application/pdf
words: 1335
sentence: 51
flesch: 45
cache: cache/amae-130.pdf
txt: txt/amae-130.txt
summary:
  In the last two chapters, Gándara and Contreras provide a wealth of information on intervention programs and they describe how to address, through seven initiatives, the several issues affecting Latino education. This book is a great addition to the body of knowledge produced on Latino education.


id: amae-106
author: Arriaga, Belinda Hernández
title: 67 Sueños: Inspiring a Movement for Undocumented Voices to be Heard
date: 2012.0
pages: 6
extension: .pdf
mime: application/pdf
words: 3962
sentence: 183
flesch: 62
cache: cache/amae-106.pdf
txt: txt/amae-106.txt
summary:
  The group is committed to bringing to light the stories of the 67 percent of undocumented youth and young adults who would not qualify for the DREAM Act and who are in many ways left out of the dominant narrative around immigration reform. The author pays special tribute to 67 Sueños by including the voices of its members throughout the essay Introduction In 2010, seven youth from Oakland, California, along with mentor and immigration activist Pablo Paredes came together to create a space for the sixty-seven percent of undocumented youth and families that are missing from the current discussion and activism around immigration reform.


id: amae-75
author: De La Trinidad, Maritza; Guajardo, Francisco; Kranz, Peter L. ; Guajardo, Miguel
title: The University of Texas Rio Grande Valley: Reframing HSIs through a Multi-Sited Ethnography
date: 2017.0
pages: 35
extension: .pdf
mime: application/pdf
words: 14264
sentence: 697
flesch: 46
cache: cache/amae-75.pdf
txt: txt/amae-75.txt
summary:
  Exploring what leads high school students to enroll in Hispanic-serving institutions: A multilevel analysis. The ethnographic data, especially student testimonials of their transformational learning De La Trinidad, Guajardo, Kranz, & Guajardo Association of Mexican American Educators (AMAE) Journal © 2017, Volume 11, Issue 3 61 experiences, supports the secondary literature that demonstrates the effectiveness of providing culturally relevant pedagogical methods such as building voice and story, community-based projects, and critical self-reflection that brings student knowledge and experience to higher education (Alvarez & Martínez, 2014; Guajardo & Guajardo 2017; Lara & Lara 2012).


id: amae-67
author: Caldas, Blanca ; Palmer, Deborah
title: Graduate School as a Site of Remembrance: Educación for Resistance for Bilingual Teachers
date: 2017.0
pages: 19
extension: .pdf
mime: application/pdf
words: 7888
sentence: 406
flesch: 57
cache: cache/amae-67.pdf
txt: txt/amae-67.txt
summary:
  Bilingual teachers are well aware of the distinction between educación and schooling as they mean different things in English and Spanish even if only implicitly. As bilingual teachers are at the epicenter of this battleground, they constantly confront and/or become the target of discriminatory and exclusionary practices against brown bodies, be they students, parents, colleagues, and often themselves.


id: amae-96
author: Darder, Antonia; Noguera, Pedro A.; Fuentes, Emma H.; Sánchez, Patricia
date: 2012.0
pages: 3
extension: .pdf
mime: application/pdf
words: 2124
sentence: 61
flesch: 33
cache: cache/amae-96.pdf
txt: txt/amae-96.txt
title:
  Liberating Ourselves: Agency, Resistance and Possibilities for Change among Latino Students, Educators, and Parents

summary:
  These conditions are just some of the assaults confronting Latino communities, despite the growing number of Latinas/os in this country. Writing from their unique social locations as Latina and Latino teachers, principals, professors, student activists, and parents, the contributors rightly assert that not only is resistance to the forces that oppress and marginalize Latino communities possible, it is essential.


id: amae-72
author: Johnson, Francine
date: 2017.0
pages: 4
extension: .pdf
mime: application/pdf
words: 1322
sentence: 63
flesch: 43
cache: cache/amae-72.pdf
txt: txt/amae-72.txt
title:
  Intentional Excellence: The Pedagogy, Power and Politics of Excellence in Latina/o Schools and Communities : Guajardo, M.A., Guajardo, F., Janson, C., & Militello, M. (2016). New York, NY, Routledge, 198 pp, ISBN: 1317555600, 9781317555605

summary:
  This reconfiguration and re-authoring of the self and community can be achieved through the use of tools such as, but not limited to, asset and community mapping and two proposed “dynamic-critical pedagogies”—the pedagogies of reflection, which engage participants in a circular practice of appreciative listening, meaningful critical dialogue and the pedagogies with and in community that engage participants in strategic community action, defined by the active problem-posing and recognition of community assets (p. 91-92). However, its full materialization was a continuous engagement in questioning, active boundary crossing, and reflection of their roles, or positionality, as educators, advocates, and community organizers.


id: amae-57
author: Nava, Pedro E. ; Lara, Argelia
date: 2016.0
pages: 18
extension: .pdf
mime: application/pdf
words: 7059
sentence: 364
flesch: 54
cache: cache/amae-57.pdf
txt: txt/amae-57.txt
title:
  Reconceptualizing Leadership in Migrant Communities: Latina/o Parent Leadership Retreats as Sites of Community Cultural Wealth

summary:
  In sharing his testimonio with participants in parent leadership retreats, Raul was modeling for them a type of “teaching that Nava & Lara Association of Mexican American Educators (AMAE) Journa © 2016, Volume 10, Issue 3, ISSN 2377-9187 | 91 enables transgressions” (hooks, 1994, p. 12) against and beyond the boundaries that so often deny migrant families the ability to engage in and with schools. Towards addressing these needs, ELF develops parent retreats that build on culturally responsive pedagogy (Gay, 2002; Ladson- Billings, 2014) and community responsive methods (Tintiangco-Cubales et al., 2015).


id: amae-66
author: Babino, Alexandra ; González-Carriedo, Ricardo
title: Striving Toward Equitable Biliteracy Assessments in Hegemonic School Contexts
date: 2017.0
pages: 20
extension: .pdf
mime: application/pdf
words: 8695
sentence: 484
flesch: 48
cache: cache/amae-66.pdf
txt: txt/amae-66.txt
summary:
  Striving Toward Equitable Biliteracy Association of Mexican American Educators (AMAE) Journal © 2017, Open Issue, Vol. 11, Issue 1 | 61 to students’ emergent languages as well as in relation to other emergent bilinguals. On the other hand, the students at Memorial, as second and third generation, first language bilinguals displayed identical mean reading scores in Spanish and English in second through fifth grades.


id: amae-41
author: Rolle, Anthony; Torres, Mario; Eason, Noelle
date: 2010.0
pages: 10
extension: .pdf
mime: application/pdf
words: 5292
sentence: 190
flesch: 43
cache: cache/amae-41.pdf
txt: txt/amae-41.txt
title:
  Los Elefantes Rosas en las Cúpulas en la Legislatura: An Empirical Analysis of the Texas Education Finance Mechanism with Special Emphasis on Bilingual Education

summary:
  Multivariate statistical analyses were conducted to examine operationalized variables and effi cacy relationships for Texas school districts during the 1994 to 2007 academic years. These analytical methods improve on previous equity analyses of Texas school districts in three important ways: • Using a longitudinal approach analyses allow trends to develop and be assessed over time recognizing that educational change is both continuous and incremental; and does not assume that cross sectional data analyses provide suffi cient policy explanations.


id: amae-56
author: Rodriguez, Louie F.
date: 2016.0
pages: 22
extension: .pdf
mime: application/pdf
words: 7969
sentence: 407
flesch: 52
cache: cache/amae-56.pdf
txt: txt/amae-56.txt
title:
  Institutionally Responsive Pedagogies: A Community-Cultural Wealth Approach to Latina/o Student Engagement Across the Educational Pipeline 

summary:
  This is precisely the goal of engaging students in the History of Educational Inequality. Teachers engaged in this work are rewarded with a set of knowledge that makes student engagement inevitable, if, they are committed to centering their work on the knowledge, experiences, and truths of Latina/o youth.


id: amae-70
author: Donato, Rubén ; Hanson, Jarrod
date: 2017.0
pages: 22
extension: .pdf
mime: application/pdf
words: 8698
sentence: 490
flesch: 60
cache: cache/amae-70.pdf
txt: txt/amae-70.txt
title:
  “Porque tenían sangre de ‘NEGROS’”: The Exclusion of Mexican Children from a Louisiana School, 1915-1916

summary:
  Denver Abstract This article examines the exclusion of Mexican children from a Louisiana public school in 1915-1916. Although school officials did not see Mexican children as Black or White, their mestizo appearance became a racial marker.


id: amae-84
author: Núñez, Anne-Marie
title: Flipping the HSI Narrative: An HSI Positionality
date: 2017.0
pages: 21
extension: .pdf
mime: application/pdf
words: 8029
sentence: 348
flesch: 37
cache: cache/amae-84.pdf
txt: txt/amae-84.txt
summary:
  HSI researchers seeking to advance epistemic justice can work as true partners with HSIs to: (1) sort through the nuances, complexities, and differences in organizational behavior across institutions, (2) distill common themes across institutions, and (3) to articulate and present a “collective HSI identity” to targeted external audiences. With respect to epistemic justice, this recent development reinforces the importance for HSI researchers of recognizing HSIs’ institutional diversity when designing studies, or situating particular HSIs within a broader context.


id: amae-39
author: Espinosa, Ruben
title: Revisiting Rodriguez v. Los Angeles Unified School District: A Case of Intra-district Inequities
date: 2010.0
pages: 7
extension: .pdf
mime: application/pdf
words: 4725
sentence: 219
flesch: 53
cache: cache/amae-39.pdf
txt: txt/amae-39.txt
summary:
  Third, no major studies were found in the literature that was related to the parents’ concerns on school fi nance resources and facilities to inform the methodology. Academic researchers and school districts have yet to develop and examine current intra-district frameworks and models for effectively implementing and monitoring equality of resources.


id: amae-102
author: Guajardo, Francisco; Guajardo, Miguel; Oliver, John; O’Neill M. A. Keawe, Lia
title: Framework for a New Political Praxis: Respeto, Dignidad y Conocimiento
date: 2012.0
pages: 9
extension: .pdf
mime: application/pdf
words: 6233
sentence: 358
flesch: 60
cache: cache/amae-102.pdf
txt: txt/amae-102.txt
summary:
  It is the product of a sustained, collective conversation facilitated by the Llano Grande Center, focused on teaching, learning, and a call for community change. Critical ethnography and community change.


id: amae-154
title: amae-154
pages: 11
extension: .pdf
mime: application/pdf
words: 6199
sentence: 244
flesch: 36
cache: cache/amae-154.pdf
txt: txt/amae-154.txt
summary:
  Recommendations for Future Research The following recommendations are provided to acquire a deeper understanding of ELLs with disabilities: • What should be the measures to determine linguistic and cultural proficiency of bilingual special education teachers in order to facilitate academic rigor in the first and second language of ELL students with disabilities? • Given the growing linguistic diversity of students in California and the nation, how are general teacher education programs preparing pre-service teachers to teach ELLs and special populations of students? • The principle of student inclusion calls for teacher education programs in California and the nation to prepare teachers to be effective in working in ethnically and linguistically diverse school communities with special populations, how is the principle of inclusion being applied by teacher education programs? Additionally, general education teachers are also now being asked to have increased responsibility for special education students via full inclusion models for students with mild/moderate disabilities (Artiles, Klingner, Sullivan, & Fierros, 2010; Blanchett, Klingner, & Harry, 2009; Esparza & Doolittle, 2008;).


id: amae-108
author: Machado-Casas, Margarita; Ruiz, Elsa
title: Globalized Students vs. Unglobalized Families: Limiting Family Participation in Education
date: 2012.0
pages: 9
extension: .pdf
mime: application/pdf
words: 5874
sentence: 312
flesch: 53
cache: cache/amae-108.pdf
txt: txt/amae-108.txt
summary:
  Based on a three year qualitative and quantitative research study, this manuscript raises questions about the ways schools continue to develop technology programs aimed at schooling (“globalized”) students, yet they do not take into account that while schools are globalizing students their families continue to be less technologically developed (“unglobalized”). Second, when parents tried to bridge this divide by participating in technology education programs, they faced other challenges such as limited availability, language or cultural barriers, a lack of childcare, and discontinuity in technology curricula for parents and children.


id: amae-121
title: amae-121
pages: 8
extension: .pdf
mime: application/pdf
words: 5901
sentence: 202
flesch: 44
cache: cache/amae-121.pdf
txt: txt/amae-121.txt
summary:
  Each year in growing numbers and at an alarming rate, Latino/a students across the country fail to complete high school “on time” or obtain a General Educational Development (GED) certifi cate. Educational research and personal narratives emerging from the Latino/a community suggest that dropout rates may in fact be underreported because many youngsters drop out before high school, while others are either undercounted or not counted at all, including those in juvenile detention and those who are undocumented, among others (Conchas, 2001; Noguera, 2003; Valencia et al., 2002).


id: amae-43
author: Pérez, Manuel Alejandro
title: Receta del Testimonio Mole: A Value-Rich Recipe for Folklórico Resilience Testimonio
date: 2016.0
pages: 25
extension: .pdf
mime: application/pdf
words: 10184
sentence: 693
flesch: 69
cache: cache/amae-43.pdf
txt: txt/amae-43.txt
summary:
  The testimonios of each of the hermanas were collected in multiple ways: in-person meetings, one-on-one meetings, virtual video meetings as a group, and via independent email submissions of testimonio stories. Pérez Association of Mexican American Educators (AMAE) Journal © 2016, Vol 10, Issue 2, ISSN 2377-9187 | 34 This article highlights folklórico resilience testimonios as a value-rich process, which I cariñosamente refer to as “la receta del testimonio mole.”


id: amae-187
title: amae-187
pages: 2
extension: .pdf
mime: application/pdf
words: 1214
sentence: 35
flesch: 34
cache: cache/amae-187.pdf
txt: txt/amae-187.txt
summary:
  Gonzales’ approach is Gramscian and thus he does not just investigate current immigration policies but the role of civil society actors, the media, and politician-pundits in terms of the current perception that there is an immigration crisis as well as middle-of-the-road reformers and more progressive (i.e. radical) activists. The sum of Gonzales’ arguments suggest that the system does not seem broken so much as purposefully creating public fears about criminal-immigrants, whose criminality is not determined by crime so much as by racial, gender, and economic class statuses.


id: amae-115
title: amae-115
pages: 2
extension: .pdf
mime: application/pdf
words: 398
sentence: 35
flesch: 70
cache: cache/amae-115.pdf
txt: txt/amae-115.txt
summary:
  Busquemos la raíz de la verdad . . Busquemos la raíz de la verdad, y descubramos nuestra esencia . .


id: amae-77
author: Garcia, Gina Ann
date: 2017.0
pages: 31
extension: .pdf
mime: application/pdf
words: 10660
sentence: 487
flesch: 43
cache: cache/amae-77.pdf
txt: txt/amae-77.txt
title:
  What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities

summary:
  Testing the Utility of the Typology of HSI Organizational Identities Gina Ann Garcia University of Pittsburgh Abstract While scholars agree that enrolling a large percentage of Latinx students is not enough for postsecondary institutions to be considered “Latinx-serving,” there continues to be a debate about what it means for institutions to have an organizational identity for serving this population. The Typology of HSI Organizational Identities is a guiding framework that suggests there are multiple ways for an institution to serve Latinx students, and thus multiple “types” of Hispanic-


id: amae-138
title: amae-138
pages: 2
extension: .pdf
mime: application/pdf
words: 337
sentence: 13
flesch: 70
cache: cache/amae-138.pdf
txt: txt/amae-138.txt
summary:
  By: Jesus Cortez Association of Mexican-American Educators (AMAE) Special Theme Issue ©2013, Volume 7, Issue 3 9 Poetry: Incarcerated King Incarcerated King I remember you as a boy, running playfully through the city, among the wretched of the earth, those rejected by America, learning the ways of street kings. Theme Issue-2013.indd Association of Mexican-American Educators (AMAE) Special Theme Issue ©2013, Volume 7, Issue 3 8 Poetry: Northbound Letters POETRY Northbound Letters I heard the news, you were back behind bars, the scars reopened, the madness must have taken over your soul... and I failed you, I did not embrace you goodbye, I did not say those words you might have needed; now I write you letters that carry my soul to you behind those walls, behind those bars, physical and mental...


id: amae-5
author: Cadiero-Kaplan, Karen; Berta-Avila, Margarit; Flores, Juan
date: 2007.0
pages: 13
extension: .pdf
mime: application/pdf
words: 5391
sentence: 245
flesch: 41
cache: cache/amae-5.pdf
txt: txt/amae-5.txt
title:
  CCTC and the Process for Reauthorization of Bilingual Teacher Preparation Standards: A Critical-Historical Perspective

summary:
  What is evident now is that there exist two prevailing political views of bilingual education, which have a direct impact on how students are taught and how bilingual teachers are prepared. Bilingual education and bilingual teacher preparation programs are viewed as a threat to that romanticized yesteryear that excluded marginalized communities from equitable access.


id: amae-74
author: Doran, Erin; Medina, Øscar
date: 2017.0
pages: 22
extension: .pdf
mime: application/pdf
words: 8701
sentence: 403
flesch: 48
cache: cache/amae-74.pdf
txt: txt/amae-74.txt
title:
  The Intentional and the Grassroots Hispanic-Serving Institutions: A Critical History of Two Universities

summary:
  Serving Latinx students through academic programming. Utilizing a theoretical framework of transformational change, we focus on various aspects of these institutions, including curriculum, the allocation of physical spaces, and the creation of programs that specifically serve Latinx students.


id: amae-116
title: amae-116
pages: 3
extension: .pdf
mime: application/pdf
words: 1564
sentence: 46
flesch: 37
cache: cache/amae-116.pdf
txt: txt/amae-116.txt
summary:
  invited.indd Association of Mexican-American Educators (AMAE) Journal ©2012, Volume 6, Issue 3 4 Introduction Sonia Nieto University of Massachusetts—Amherst Melissa Rivera Hunter College - City University of New York Sandra Quiñones University of Rochester Jason Irizarry University of Connecticut Latino/a students have been educated in U.S. schools for centuries, and still more will be arriving at our schools tomorrow. Beginning in 2000 as a national initiative of the Centro de Estudios Puertorriqueños at Hunter College, NLERAP’s goal has been to add multiple Latino/a perspectives to the type of educational research needed to meet the needs of our communities throughout the U.S. After hosting a series of regional meetings around the country that invited educators, community activists, university scholars, and others within the broader Latino/a community to comment on the pressing educational needs of Latinos/as, the NLERAP National Advisory Board developed and published a research agenda (NLERAP, 2003).


id: amae-155
title: amae-155
pages: 11
extension: .pdf
mime: application/pdf
words: 7265
sentence: 358
flesch: 46
cache: cache/amae-155.pdf
txt: txt/amae-155.txt
summary:
  Highlighting scholarships for undocumented youth served a dual purpose: first, it communicated important college pathway knowledge of actual resources to students who are routinely excluded from consideration of scholarships, and second, it signaled not only her awareness that undocumented students may be in her classroom (and her stance as someone communicating resources available to them) but it also served as a signal to others that their status was not the only one that existed. First we highlight understandings about undocumented status issues that for us are concrete.


id: amae-123
title: amae-123
pages: 12
extension: .pdf
mime: application/pdf
words: 8767
sentence: 779
flesch: 60
cache: cache/amae-123.pdf
txt: txt/amae-123.txt
summary:
  For example, in the years following this policy change, grade retention among English learner high school students in Massachusetts increased from 17.2 to 26.4 percent yearly; in fact, students of limited English profi ciency went from being the group with the lowest dropout rate to that with the highest dropout rate in the city. Too often, students reach their fi nal years of high school without having taken some of the courses required to apply to college.


id: amae-125
title: amae-125
pages: 10
extension: .pdf
mime: application/pdf
words: 4801
sentence: 233
flesch: 51
cache: cache/amae-125.pdf
txt: txt/amae-125.txt
summary:
  Gado and Ferguson’s (2006) research on the integration of mobile technology into a science methods course explored aspects of student learning that would be affected by hand-held based science activities. Association of Mexican-American Educators (AMAE) Journal ©2013, Volume 7, Issue 1 17 Looking for Science and Mathematics in all the Right Places: Using Mobile Technologies as Culturally-Sensitive Pedagogical Tools to Capture Generative Images María G. Arreguín-Anderson Elsa Cantu Ruiz University of Texas at San Antonio Abstract 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.


id: amae-81
author: Zerquera, Desiree D.; Arámbula Turner, Tracy; Templeton, Emerald
title: A Critical Look at Perspectives of Access and Mission at High Latinx-Enrolling Urban Universities
date: 2017.0
pages: 25
extension: .pdf
mime: application/pdf
words: 8794
sentence: 473
flesch: 42
cache: cache/amae-81.pdf
txt: txt/amae-81.txt
summary:
  In a classical but progressive defining of higher education leadership, Trow (1985) described leadership as taking “effective action to shape the character and direction of a college or university, presumably for the better” (p. 45). Higher education leaders play an important role in upholding equitable access, in fostering campus environments that are inclusive of students from diverse backgrounds, and in promoting success for historically marginalized groups.


id: amae-73
author: Arámbula Turner, Tracy; Zerquera, Desiree D.; Turner, Caroline S. ; Sáenz, Victor B.
date: 2017.0
pages: 24
extension: .pdf
mime: application/pdf
words: 9120
sentence: 364
flesch: 36
cache: cache/amae-73.pdf
txt: txt/amae-73.txt
title:
  Answering the Call: Hispanic-Serving Institutions as Leaders in the Quest for Access, Excellence, and Equity in American Higher Education

summary:
  The Present and Future Relevance of HSIs For a great number of Latinx students, the pathway to higher education begins through an HSI. Similarly, forecasts suggest that Latinx students will be disproportionately enrolled in them.


id: amae-165
title: amae-165
pages: 4
extension: .pdf
mime: application/pdf
words: 2223
sentence: 68
flesch: 31
cache: cache/amae-165.pdf
txt: txt/amae-165.txt
summary:
  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. Contributing authors were asked to explore their upbringing and family life, educational experiences, how they negotiated the administrative ladder and discrimination, examples of successful and less successful programs they helped to create, and advice to Latinos/as aspiring to executive leadership positions in higher education.


id: amae-160
title: amae-160
pages: 4
extension: .pdf
mime: application/pdf
words: 1885
sentence: 75
flesch: 39
cache: cache/amae-160.pdf
txt: txt/amae-160.txt
summary:
  In line with the premise of this book, the authors further emphasize the role that teacher education programs play in preparing educators to effectively help at-risk students by providing a framework that addresses these factors within teacher preparation and teacher preparation programs. In Teacher Preparation for Bilingual Student Populations: Educar para Transformar, Belinda Bustos Flores, Rosa Hernandez Sheets, and Ellen Riojas Clark (2011) create an argument aligned to the need for reform in teacher preparation programs with a focus on bilingual education and bilin- gual learners in particular.


id: amae-149
title: amae-149
pages: 10
extension: .pdf
mime: application/pdf
words: 6822
sentence: 365
flesch: 54
cache: cache/amae-149.pdf
txt: txt/amae-149.txt
summary:
  Association of Mexican-American Educators (AMAE) Special Issue ©2014 Volume 8, Issue 1 10 Conciencia con Compromiso: Aspirantes as Bridges for Latin@ Bilingual Learners Linda Prieto University of Texas - San Antonio Abstract 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. Centering the Experiences of Aspirantes Aspirantes are often overlooked in teacher education; even research in the areas of multicultural education and bilingual education fail to address the particular experiences of Latin@ teacher candidates.


id: amae-111
author: McGinnis, Theresa Ann; Garcia, Andrea
date: 2012-05-01
pages: Association of Mexican American Educators Journal; Vol. 6 No. 2 (2012): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/111/102
title:
  The Road to Freedom”: How One Salvadoran Youth Takes an Agentive Stance to Narrate the Self Across Time and Space

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/112
date: 2012-05-01
pages: Association of Mexican American Educators Journal; Vol. 6 No. 2 (2012): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/112/103
author:
  Consoli, Melissa L. Morgan; Consoli, Andrés J.; Orozco, Graciela León; Gonzales, Rufus R.; Vera, Elizabeth M.

title:
  Barriers Experienced by Mexican Immigrants: Implications for Educational Achievement and Mental Health

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/113
author: Jimenez-Castellanos, Oscar
date: 2012-05-01
pages: Association of Mexican American Educators Journal; Vol. 6 No. 2 (2012): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/113/104
title:
  Revisiting the Coleman Report: Deficit Ideologies and Federal Compensatory Funding in Low-Income Latino School Communities

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/114
author: Garza, Armando
date: 2012-05-01
pages: Association of Mexican American Educators Journal; Vol. 6 No. 2 (2012): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/114/105
title:
  Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism. Gregorio Hernández-Zamora, England: Multilingual Matters, 2010, 232 pages

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/116
author: Nieto, Sonia; Rivera, Melissa; Quiñones, Sandra; Irizarry, Jason
title: Introduction
date: 2012-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/116/107
pages:
  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

flesch:
  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).


id: oai:ojs2.10.243.4.117:article/117
author: Nieto, Sonia; Rivera, Melissa; Irizarry, Jason
title: The NLERAP Approach
date: 2012-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/117/108
pages:
  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

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/118
author: Nieto, Sonia
title: A Brief Demographic Portrait
date: 2012-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/118/109
pages:
  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

flesch:
  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).


id: oai:ojs2.10.243.4.117:article/119
author: Cammarota, Julio; Moll, Luis; Gonzalez, Maria; Cannella, Chiara
title: Sociocultural Perspectives on Interpersonal Relationships in Schools
date: 2012-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/119/110
pages:
[cell repeats an earlier one in this file: 192 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/120
author: Nieto, Sonia; Irizarry, Jason
title: Instructional Practices and Approaches
date: 2012-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/120/111
pages:
[cell repeats an earlier one in this file: 192 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/121
author: Valenzuela, Angela; Garcia, Emmanuel; Romo, Harriett; Perez, Beatrix
title: Institutional and Structural barriers to Latino/a Achievement
date: 2012-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/121/112
pages:
[cell repeats an earlier one in this file: 192 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/122
author: Nieto, Sonia; Riviera, Melissa; Quiñones, Sandra
title: Connecting the Interpersonal, Instructional, and Institutional Contexts
date: 2012-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/122/113
pages:
[cell repeats an earlier one in this file: 192 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/123
author: Nieto, Sonia; Riviera, Melissa; Quiñones, Sandra; Irizarry, Jason
title: Conclusion and Recommendations
date: 2012-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/123/114
pages:
[cell repeats an earlier one in this file: 192 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/124
author: Rodriguez, James L.; Boutakidis, Ioakim P.
date: 2013-02-01
pages: Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/124/115
title:
  The Association Between School Engagement and Achievement Across Three Generations of Mexican American Students

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/125
author: Arreguín-Anderson, María G.; Ruiz, Elsa Cantu
date: 2013-02-01
pages: Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/125/116
title:
  Looking for Science and Mathematics in all the Right Places: Using Mobile Technologies as Culturally-Sensitive Pedagogical Tools to Capture Generative Images

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/126
author: Kouyoumdjian, Claudia; Guzmán, Bianca L.
date: 2013-02-01
pages: Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/126/117
title:
  Sex Education Justice: A Call for Comprehensive Sex Education and the Inclusion of Latino Early Adolescent Boys

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/127
author: Fujimoto, María Oropeza
title: Resisting the Dominant Narrative: The Role of Stories in Latina Educational Success
date: 2013-02-01
pages: Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/127/118
flesch:
  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.


id: oai:ojs2.10.243.4.117:article/128
author: Zambo, Debby; Hansen, Cory
title: Using Literacy to Understand Mexican Boys’ Perspectives of Life
date: 2013-02-01
pages: Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/128/119
flesch:
  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.


id: oai:ojs2.10.243.4.117:article/129
author: Saldaña, Lilliana P.
date: 2013-02-01
pages: Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/129/120
title:
  Teachers’ Memories of Schooling: The Sociocultural Injuries and the Mis-Education of Mexican Teachers in the Barrio

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/12
author: Arenas, Rosie
date: 2008-02-01
pages: Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/12/10
title:
  Telling Our Stories Using Chicano Literature for Children and Young Adults as a Means of Promoting Cultural Awareness and Self-Worth

flesch:
  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)


id: oai:ojs2.10.243.4.117:article/130
author: Cortez, Eden
date: 2013-02-01
pages: Association of Mexican American Educators Journal; Vol. 7 No. 1 (2013): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/130/121
title:
  The Latino Education Crisis: The Consequences of Failed Social Policies (2010). Cambridge, Massachusetts: Harvard University Press. By Patricia Gándara and Frances Contreras


id: oai:ojs2.10.243.4.117:article/131
author: Santos, Carlos; Menjivar, Cecilia
date: 2013-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/131/122
title:
  Youths’ Perspective on Senate Bill 1070 in Arizona: The Socio-emotional Effects of Immigration Policy

pages:
  Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona

flesch:
  This article builds on previous research conducted by Santos, Menjívar &amp; 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.


id: oai:ojs2.10.243.4.117:article/132
author: Faltis, Christian
date: 2013-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/132/123
title:
  Language, Language Development and Teaching English to Emergent Bilingual Users: Challenging the Common Knowledge Theory in Teacher Education & K-12 School Settings

pages:
  Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/133
author: Hernandez, Donald J.; Napierala, Jeffrey S.
date: 2013-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/133/124
title:
  Early Education, Poverty, and Parental Circumstances among Hispanic Children: Pointing Toward Needed Public Policies

pages:
  Association of Mexican American Educators Journal; Vol. 7 No. 2 (2013): Immigration Policies and Education in Arizona

flesch:
  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 &amp; 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.


id: oai:ojs2.10.243.4.117:article/134
author: de Jong, Ester
title: Preparing Mainstream Teachers for Multilingual Classrooms
date: 2013-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/134/125
pages:
[cell repeats an earlier one in this file: 117 characters]

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/135
author: Jimenez-Silva, Margarita; Cheatman, Gregory A.; Gomez, Laura
date: 2013-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/135/126
title:
  Views from Inside a Pediatric Clinic: How Arizona’s Political Climate Has Impacted Arizona’s Youngest Latino Learners

pages:
[cell repeats an earlier one in this file: 117 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/136
author: de la Cruz, Yolanda
date: 2013-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/136/127
title:
  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

pages:
[cell repeats an earlier one in this file: 117 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/138
author: Cortez, Jesus
title: Northbound Letters; Incarcerated King
date: 2013-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/138/129
pages:
  Association of Mexican American Educators Journal; Vol. 7 No. 3 (2013): Latin@ Students and the School-Prison-Pipeline


id: oai:ojs2.10.243.4.117:article/141
author: Annamma, Subini
title: Undocumented and Under Surveillance
date: 2013-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/141/132
pages:
[cell repeats an earlier one in this file: 118 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/142
author: Krueger-Henney, Patricia
title: Co-Researching School Spaces of Dispossession: A Story of Survival
date: 2013-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/142/133
pages:
[cell repeats an earlier one in this file: 118 characters]

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/143
author: Rios, Victor M.; Galicia, Mario G.
title: Smoking Guns or Smoke & Mirrors?: Schools and the Policing of Latino Boys
date: 2013-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/143/134
pages:
[cell repeats an earlier one in this file: 118 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/144
author: Nuño, Luis F.
title: “‘Whisper to a Scream’: The Collateral Consequences of Parental Incarceration”
date: 2013-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/144/135
pages:
[cell repeats an earlier one in this file: 118 characters]

flesch:
  “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)


id: oai:ojs2.10.243.4.117:article/145
author: Orozco, Richard
title: White Innocence and Mexican Americans as Perpetrators in the School-to-Prison Pipeline
date: 2013-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/145/136
pages:
[cell repeats an earlier one in this file: 118 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/146
author: Fujimoto, Eugene; Garcia, Yvonne; Medina, Noemy; Perez, Eduardo
date: 2013-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/146/137
title:
  Alternatives to the School-to-Prison Pipeline: The Role of Educational Leaders in Developing a College-Going Culture

pages:
[cell repeats an earlier one in this file: 118 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/147
author: Quinones, Sandra
date: 2013-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/147/138
title:
  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).

pages:
[cell repeats an earlier one in this file: 118 characters]

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/148
author: Faltis, Christian J.; de Jong, Ester J.; Ramírez, Pablo C.; Okhremtchouk, Irina S.
title: Introduction
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/148/139
pages:
  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

flesch:
  An Introduction to Critical Issues in Teacher Education: Building a Bridge between Teacher Education and Latino English Language Learners in K-12 Schools


id: oai:ojs2.10.243.4.117:article/149
author: Prieto, Linda
title: Conciencia con Compromiso: Aspirantes as Bridges for Latin@ Bilingual Learners
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/149/140
pages:
  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

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/14
author: Romandia, Mona
title: Case Studies of Minority Students in a Transitional Bilingual Education Program (Continues)
date: 2008-02-01
pages: Association of Mexican American Educators Journal; Vol. 2 No. 1 (2008): AMAE Journal 2008
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/14/12
flesch:
  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.


id: oai:ojs2.10.243.4.117:article/150
author: Okhremtchouk, Irina; González, Taucia
title: Meeting the Needs of English Language Learners: Perspectives from Arizona’s Latino/a Teachers
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/150/141
pages:
  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

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/151
author: Garza, Armando; Langman, Juliet
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/151/142
title:
  Translanguaging in a Latin@ Bilingual Community: Negotiations and Mediations in a Dual-Language Classroom

pages:
[cell repeats an earlier one in this file: 159 characters]

flesch:
  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 &amp; 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.


id: oai:ojs2.10.243.4.117:article/152
author: Dow, Rosalie Rolón; Chen, Lei
title: Developing Linguistically Responsive Teachers: Learning through Latino/a Student Stories
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/152/143
pages:
[cell repeats an earlier one in this file: 159 characters]

flesch:
  To develop dispositions essential to linguistically responsive teaching (Lucas &amp; 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.


id: oai:ojs2.10.243.4.117:article/153
author: Nasir, Ambareen; Heineke, Amy J.
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/153/144
title:
  Teacher Candidates and Latina/o English Learners at Fenton Elementary School: The Role of Early Clinical Experiences in Urban Teacher Education

pages:
[cell repeats an earlier one in this file: 159 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/154
author: Ochoa, Alberto M.; Brandon, Regina; Cadiero-Kaplan, Karen; Ramírez, Pablo C.
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/154/145
title:
  Bridging Bilingual and Special Education: Opportunities for Transformative Change in Teacher Preparation Programs

pages:
[cell repeats an earlier one in this file: 159 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/155
author: Jefferies, Julián; Dabach, Dafney Blanca
title: Breaking the Silence: Facing Undocumented Issues in Teacher Practice
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/155/146
pages:
[cell repeats an earlier one in this file: 159 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/156
author: Lozano, Lety I.
title: 23 Students and 23 Teachers: Socio-Cultural Mediation in the Early Childhood Classroom
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/156/147
pages:
[cell repeats an earlier one in this file: 159 characters]

flesch:
  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 &amp; 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.


id: oai:ojs2.10.243.4.117:article/157
author: Commins, Nancy L.
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/157/148
title:
  Supporting Bilingual Learners and their Families: Key Understandings for Pre-Service Teachers and the Institutions that Prepare Them

pages:
[cell repeats an earlier one in this file: 159 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/160
author: Gonzáles, Darlene M.
date: 2014-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/160/151
title:
  Teacher Preparation for Bilingual Student Populations: Educar para Transformar (2011) New York: Routledge

pages:
[cell repeats an earlier one in this file: 159 characters]


id: oai:ojs2.10.243.4.117:article/161
author: Elsbree, Anne René; Hernández, Ana M; Daoud, Annette
date: 2014-05-01
pages: Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/161/152
title:
  Equitable Instruction for Secondary Latino English Learners: Examining Critical Principles of Differentiation in Lesson Design

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/162
author: Alfaro, Cristina; Durán, Richard; Hunt, Alexandra; Aragón, María José
date: 2014-05-01
pages: Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/162/153
title:
  Steps toward Unifying Dual Language Programs, Common Core State Standards, and Critical Pedagogy: Oportunidades, Estrategias y Retos

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/163
author: Schall-Leckrone, Laura; Pavlak, Christina
title: Methods and Beyond: Learning to Teach Latino Bilingual Learners in Mainstream Secondary Classes
date: 2014-05-01
pages: Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/163/154
flesch:
  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.


id: oai:ojs2.10.243.4.117:article/164
author: Kalinec-Craig, Crystal A
date: 2014-05-01
pages: Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/164/155
title:
  Examining My Window and Mirror: A Pedagogical Reflection from a White Mathematics Teacher Educator about Her Experiences with Immigrant Latina Pre-service Teachers

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/165
author: Topper, Amelia Marcetti
date: 2014-05-01
pages: Association of Mexican American Educators Journal; Vol. 8 No. 2 (2014): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/165/156
title:
  Latino College Presidents: In Their Own Words (2013) by David J. León and Rubén O. Martinez (Editors) Bingley, U.K.: Emerald Group Publishing Limited

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/166
author: Ledesma, María C.; Fránquiz, María E.
title: Introduction: Reflections on Latinas/os, Affirmative Action, and Education
date: 2015-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/166/157
pages:
  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


id: oai:ojs2.10.243.4.117:article/167
author: Alemán, Jr., Enrique; Bernal, Dolores Delgado; Cortez, Eden
date: 2015-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/167/158
title:
  A Chican@ Pathways Model of Acción: Affirming the Racial, Cultural and Academic Assets of Students, Families, and Communities

pages:
  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

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/168
author: Gonzales, Leslie D.
date: 2015-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/168/159
title:
  An Acción Approach to Affirmative Action: Hispanic-Serving Institutions as Spaces for Fostering Epistemic Justice

pages:
  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

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/169
author: Espino, Michelle M.
date: 2015-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/169/160
title:
  Sacrificing a Latina/o Presence in the Professoriate: An Analysis of Affirmative Action as Racial Remedy and Silent Covenant

pages:
[cell repeats an earlier one in this file: 158 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/170
author: Ledesma, María C.
date: 2015-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/170/161
title:
  Public Discourse versus Public Policy: Latinas/os, Affirmative Action, and the Court of Public Opinion

pages:
[cell repeats an earlier one in this file: 158 characters]

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/171
author: Garces, Liliana M.
date: 2015-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/171/162
title:
  The University of Texas at Austin’s Defense of Affirmative Action in Fisher v. University of Texas: Lessons for Institutional Policies and Practices

pages:
[cell repeats an earlier one in this file: 158 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/172
author: Chang, Aurora
title: Privileged and Undocumented: Toward a Borderland Love Ethic
date: 2015-05-01
pages: Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/172/163
flesch:
  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.


id: oai:ojs2.10.243.4.117:article/173
author: Flores, Jerry
date: 2015-05-01
pages: Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/173/164
title:
  A Race Conscious Pedagogy: Correctional Educators and Creative Resistance inside California Juvenile Detention Facilities

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/174
author: Gutiérrez, Leticia Alvarez
date: 2015-05-01
pages: Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/174/165
title:
  Poder en las Voces y Acciones Comunitarias: Immigrant Young People and their Families’ Transformative Engagement with High School

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/175
author: Anguiano, Claudia A.; Nájera, Lourdes Gutiérrez
date: 2015-05-01
pages: Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/175/166
title:
  Paradox of Performing Exceptionalism: Complicating the Deserving/ Underserving Binary of Undocumented Youth Attending Elite Institutions

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/176
author: Valdez, Verónica
title: Bilingual Educación in the Home: Everyday Mexican Immigrant Family Educational Practices
date: 2015-05-01
pages: Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/176/167
flesch:
  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.


id: oai:ojs2.10.243.4.117:article/177
author: Cervantes, Marco
date: 2015-05-01
pages: Association of Mexican American Educators Journal; Vol. 9 No. 2 (2015): AMAE Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/177/168
title:
  Culturally Relevant Performance Pedagogies: Exploring the Value of AfroLatina/o Music Performance Projects at a Hispanic-Serving Institution

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/178
author: Negrón-Gonzales, Genevieve; Abrego, Leisy; Coll, Kathleen
title: Introduction: Immigrant Latina/o Youth and Illegality: Challenging the Politics of Deservingness
date: 2015-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/178/169
pages:
  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


id: oai:ojs2.10.243.4.117:article/179
author: Patel, Leigh
title: Deservingness: Challenging Coloniality in Education and Migration Scholarship
date: 2015-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/179/170
pages:
  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

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/180
author: Huber, Lindsay Pérez
date: 2015-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/180/171
title:
  Constructing “Deservingness”: DREAMers and Central American Unaccompanied Children in the National Immigration Debate

pages:
  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

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/181
author: Nájera, Jennifer R.
title: Unauthorized Education: Challenging Borders between Good and Bad Immigrants
date: 2015-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/181/172
pages:
[cell repeats an earlier one in this file: 170 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/182
author: Gleeson, Shannon
title: Narratives of Deservingness and the Institutional Youth of Immigrant Workers
date: 2015-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/182/173
pages:
[cell repeats an earlier one in this file: 170 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/183
author: Dingeman-Cerda, Katie; Burciaga, Edelina Muñoz; Martinez, Lisa M.
title: Neither Sinners nor Saints: Complicating the Discourse of Noncitizen Deservingness
date: 2015-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/183/174
pages:
[cell repeats an earlier one in this file: 170 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/184
author: Heredia, Luisa Laura
title: Of Radicals and DREAMers: Harnessing Exceptionality to Challenge Immigration Control
date: 2015-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/184/175
pages:
[cell repeats an earlier one in this file: 170 characters]

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/187
author: Arnold, Kathleen R.
date: 2015-08-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/187/178
title:
  Reform without Justice: Latino Migrant Politics and the Homeland Security State By Alfonso Gonzales, 2013 New York: Oxford University Press, 240 pages

pages:
[cell repeats an earlier one in this file: 170 characters]


id: oai:ojs2.10.243.4.117:article/190
author: Freire, Juan A.
date: 2016-02-01
pages: Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/190/181
title:
  Nepantleras/os and their Teachers in Dual Language Education: Developing Sociopolitical Consciousness to Contest Language Education Policies


id: oai:ojs2.10.243.4.117:article/191
author: Manzo, Rosa D.
title: Parent Involvement Practices of Farmworking Immigrant Mothers in a Rural Community
date: 2016-02-01
pages: Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/191/182
flesch:
  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 &amp; 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.


id: oai:ojs2.10.243.4.117:article/192
author: Benavides López, Corina
date: 2016-02-01
pages: Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/192/183
title:
  Lessons from the Educational Borderlands: Documenting the Pedagogies of Migration of Chicana/o, Latina/o Undocumented Immigrant Students and Households

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/193
author: Morales, P. Zitlali; Meza, Ramona; Maravilla-Cano, Joanna V.
title: Latin@ Students in a Changing Chicago: Current Disparities and Opportunities within Public Schools
date: 2016-02-01
pages: Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/193/184
flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/194
author: Brazil-Cruz, Lisceth; Martinez, Siria S.
date: 2016-02-01
pages: Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/194/185
title:
  The Importance of Networking and Supportive Staff for Latina/o First-Generation Students and their Families as they Transition to Higher Education

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/195
author: DeNicolo, Christina P.; Brochin, Carol
title: Critical Encounters: Negotiating Textual Connections in a Student-led Discussion of The Circuit
date: 2016-02-01
pages: Association of Mexican American Educators Journal; Vol. 10 No. 1 (2016): Open Issue
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/195/186
flesch:
  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.


id: oai:ojs2.10.243.4.117:article/197
author: Martinez, Edna; Acevedo-Gil, Nancy; Murillo, Jr., Enrique G.
title: Latinx and the Community College: Promoting Pathways to Postsecondary Degrees
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/197/188
pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 6-13


id: oai:ojs2.10.243.4.117:article/198
author: Hernández, Jr., Ignacio
title: Supporting Latinx/a/o Community College Leaders: A Geo-Spatial Approach
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.11.2.348
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/198/189
pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 14-42

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/199
author: Abrica, Elvira J.; Rivas, Martha
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.11.2.349
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/199/190
title:
  Chicanas in IR: Data-Driven Advocacy for Latinx Students from Institutional Research Contexts in the Community College

pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 43-64

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/200
author: Herrera, Felisha A.; Hernández Chapar, Judith W.; Kovats Sánchez, Gabriela
title: Connecting through Engagement: Latinx Student-Faculty Interaction in Community College
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.11.2.350
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/200/191
pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 65-88

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/201
author: Sáenz, Victor B.; de las Mercédez, Carmen; Rodriguez, Sarah G.; García-Louis, Claudia
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.11.2.351
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/201/192
title:
  Latino Men and their Fathers: Exploring How Community Cultural Wealth Influences their Community College Success

pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 89-110

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/203
author: Jiménez, Hortencia; Oliva, Nereida
title: Latina Student Mothers’ Trenzas de Identidades in the Community College
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.11.2.352
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/203/193
pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 111-132

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/204
author: Doran, Erin
title: An Empowerment Framework for Latinx Students in Developmental Education
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.11.2.353
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/204/194
pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 133-154

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/205
author: Cortez, Edén; Castro, Erin L.
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.11.2.354
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/205/195
title:
  Mexican and Mexican American Student Reflections on Transfer: Institutional Agents and the Continued Role of the Community College

pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 155-176

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/206
author: Oakley, Eloy Ortiz
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/206/197
title:
  Latinx and the Community College: Promoting Pathways to Postsecondary Degrees at the Latino Education & Advocacy Days (LEAD) Summit

pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 177-182


id: oai:ojs2.10.243.4.117:article/207
author: Rivas, Martha
title: A Real Tragedy
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/207/198
pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 183-189


id: oai:ojs2.10.243.4.117:article/208
author: Pérez de Jesús, Madeline
date: 2017-05-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/208/199
title:
  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)

pages:
  Association of Mexican American Educators Journal; Vol. 11 No. 2 (2017): Latinx and the Community College: Promoting Pathways to Postsecondary Degrees; 190-193


id: oai:ojs2.10.243.4.117:article/209
author: Alanís, Iliana
title: Enhancing Collaborative Learning: Activities and Structures in a Dual Language Preschool Classroom
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 5-26
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.12.1.375
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/209/200
flesch:
  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 &amp; 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 &amp; Garcia, 2012; Gutiérrez, Zepeda, &amp; 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.


id: oai:ojs2.10.243.4.117:article/210
author: Rojas, Leticia
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 27-47
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.12.1.376
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/210/201
title:
  College for All: Chicana/o and Latina/o Empowerment Agents Working to Increase Latina/o Students’ College-Going Opportunities

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/211
title: Selecting Pathways: Latinxs, Choices, and Two-year Colleges
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 48-66
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.12.1.377
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/211/202
author:
  Salas, Spencer; D'Amico, Mark M.; Rios-Aguilar, Cecilia; González Canché, Manuel S.; Atwell, Adam K.

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/212
author: Wang, Lynn J.
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 67-85
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.12.1.378
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/212/203
title:
  AB 540: Tuition Waiver Policy in California: How Student Services Professionals Influence College Access for Undocumented Students

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/213
author: Zerquera, Desiree D.; Acevedo-Gil, Nancy; Flores, Elizabeth; Marantal, Patrick
title: Repositioning Trends of Latina/o/x Student Enrollments in Community Colleges
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 86-106
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.12.1.379
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/213/204
flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/214
author: Osorio, Sandra L.
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 107-127
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.12.1.390
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/214/205
title:
  The Vulnerable Teacher: Working Towards Critical Consciousness in a Second Grade Bilingual Classroom

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/215
author: Garcia, Santiago Andrés; Arciga, Maritza; Sanchez, Eva; Arredondo, Robert
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 128-156
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.12.1.388
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/215/206
title:
  A Medical Archaeopedagogy of the Human Body as a Trauma-Informed Teaching Strategy for Indigenous Mexican-American Students

flesch:
  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, &amp; Ristuccia, 2013) to begin to address the mental health challenges prevalent in the Mexican-American community related to the cultural genocide of Native Americans.


id: oai:ojs2.10.243.4.117:article/216
author: Valencia, Beatriz T.
title: The Grass is Greener on This Side
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 157-164
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/216/207
flesch:
  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 &amp; 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.


id: oai:ojs2.10.243.4.117:article/217
author: Sigala, Maxine Christina
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 165-167
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/217/208
title:
  Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth. Valenzuela, Angela. (2016). New York, NY: Teachers College.


id: oai:ojs2.10.243.4.117:article/218
author: Aguilar-Smith, Stephanie; Villarreal, Cynthia D.
date: 2018-02-01
pages: Association of Mexican American Educators Journal; Vol. 12 No. 1 (2018): Open Issue; 168-171
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/218/209
title:
  Hispanic-Serving Institutions: Advancing Research and Transformative Practice. Anne-Marie Núñez, Sylvia Hurtado, & Emily Calderón Galdeano (Eds.). (2015). New York, NY: Routledge.


id: oai:ojs2.10.243.4.117:article/21
author: Rodriguez, James
date: 2009-02-01
extension: AMAE, Inc.
mime: eng
words: none
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/21/18
title:
  Understanding home, school, and community contexts: An ecological perspective of the educational experiences of Mexican Americans

pages:
  Association of Mexican American Educators Journal; Vol. 3 No. 1 (2009): Critical Issues in Mexican American/Chicano/Latino Parent Engagement in K-12 Schools

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/222
author: Santiago, Maribel; Patrón-Vargas, Jasmin
title: The Fluidity of Historical Analysis: Students’ Interpretations Of Mendez V. Westminster
date: 2019-02-01
pages: Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 1-18
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.13.1.422
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/222/213
flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/223
author: Abrica, Elvira
date: 2019-02-01
pages: Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 19-41
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.13.1.437
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/223/214
title:
  Later-Generation Mexican-American Undergraduate Stages of Passage and the Development of a Transformational Impetus

flesch:
  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.


id: oai:ojs2.10.243.4.117:article/224
author: Tirado, Jesús Alejandro
title: A Snapshot of the Latinx Teaching Experience in the New Latino Diaspora
date: 2019-02-01
pages: Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 42-60
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.13.1.439
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/224/215
flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/225
author: Núñez, Vanessa; Cruz Lopez, Esmeralda C.; Hernández, Mariana Sarmiento; Smedley, Anna C.
date: 2019-02-01
pages: Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 61-79
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.13.1.445
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/225/216
title:
  La Lucha Sigue: Making the Case for Institutional Support of Undocumented and DACAmented Students in Higher Education

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/226
author: Pantoja Perez, Tess; Méndez-Negrete, Josie
title: Burial Practices Expose Identity Formation: Muerte y figura hasta la sepultura
date: 2019-02-01
pages: Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 80-101
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.13.1.447
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/226/217
flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/227
author: García-Louis, Claudia
date: 2019-02-01
pages: Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 102-123
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.13.1.448
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/227/218
title:
  Transforming the Culture of Academia One Classroom at a Time: Testimonio of a Latina Junior Faculty Member Engaging in Latina Critical Pedagogical Activism

flesch:
  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. 


id: oai:ojs2.10.243.4.117:article/228
author: Calderon-Berumen, Freyca; O'Donald, Karla
title: Promoting Curriculum of Orgullo: Latinx’s Children’s Books and Testimonio
date: 2019-02-01
pages: Association of Mexican American Educators Journal; Vol. 13 No. 1 (2019): Open Issue; 124-141
extension: AMAE, Inc.
mime: eng
words: 10.24974/amae.13.1.449
sentence: https://amaejournal.utsa.edu/index.php/AMAE/article/download/228/219
flesch:
  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 &amp; O’Donald, 2017), the testimonies embedded in children’s literature scaffolds the process of reading, producing, and analyzing students’ personal narratives.


id: amae-83
date: 2017.0
pages: 26
extension: .pdf
mime: application/pdf
words: 9562
sentence: 454
flesch: 38
cache: cache/amae-83.pdf
txt: txt/amae-83.txt
author:
  Turner, Caroline S. ; Cosmé, Pedro X. ; Dinehart, Laura; Martí, Raquel; McDonald, David ; Ramirez, Martin; Rápalo, Lester Sandres; Zamora, Juan

title:
  Hispanic-Serving Institution Scholars and Administrators on Improving Latina/Latino/Latinx/Hispanic Teacher Pipelines: Critical Junctures along Career Pathways

summary:
  In these diverse school sites, Latina teachers described vastly different experiences with their work. Latina teachers in a predominantly White context encountered subtle forms of racism where they felt the need to minimize the expression of their culture and were burdened by heavier workloads.


id: amae-6
author: Alamillo, Laura
date: 2007.0
pages: 7
extension: .pdf
mime: application/pdf
words: 2977
sentence: 229
flesch: 56
cache: cache/amae-6.pdf
txt: txt/amae-6.txt
title:
  Selecting Chicano Children’s Literature in a Bilingual Classroom: Investigating Issues of Cultural Authenticity and Avoiding Stereotypes

summary:
  Would Chicano children be able to identify with Castilian Spanish? Spanish, Chicano Spanish and Chicano English are therefore distinguishable factors when identifying Chicano literature.


id: amae-139
title: amae-139
pages: 7
extension: .pdf
mime: application/pdf
words: 5468
sentence: 176
flesch: 41
cache: cache/amae-139.pdf
txt: txt/amae-139.txt
summary:
  At the heart of this transformation is the emergence of new form of corporate sovereignty, a more intense form of state violence, a ruthless survival of the fi ttest ethic used to legitimate the concentrated power of the rich, and a concerted effort to punish young people who are out of step with neoliberal ideology, values, and modes of governance. What is no longer a hidden order of politics is that American 1 society is at war with its children, and that the use of such violence against young people is a disturbing index of a society in the midst of a deep moral and political crisis.


id: amae-79
author: Marin, Patricia; Pereschica, Priscilla
date: 2017.0
pages: 23
extension: .pdf
mime: application/pdf
words: 8418
sentence: 398
flesch: 39
cache: cache/amae-79.pdf
txt: txt/amae-79.txt
title:
  Becoming an Hispanic-Serving Research Institution: Involving Graduate Students in Organizational Change

summary:
  Ultimately, our analysis revealed four important themes related to organizational culture from the perspective of graduate student participants: communicating institutional pride as an HSRI, engaging the benefits of an HSRI, operationalizing a serving mission, and involving graduate students as institutional actors at HSRIs. Association of Mexican American Educators (AMAE) Journal © 2017, Volume 11, Issue 3 167 Involving Graduate Students as Institutional Actors at HSRIs Although graduate students initially focused on the responsibilities of the formal institutional leadership, in due course and through discussion of their roles as graduate students, a majority of the students eventually saw clear and important responsibilities for themselves and other graduate students as their campus became an HSRI.


id: amae-133
title: amae-133
pages: 10
extension: .pdf
mime: application/pdf
words: 6012
sentence: 277
flesch: 51
cache: cache/amae-133.pdf
txt: txt/amae-133.txt
summary:
  In 2009, for example, Prekindergarten enrollment for Hispanic children ages 3-4 was 40 percent overall, at 42 percent for those with both parents born in the U.S., and 38 percent for Hispanic children in immigrant families with at least on immigrant parent, compared to 55 percent for White children with U.S.-born parents. Association of Mexican-American Educators (AMAE) Special Invited Issue ©2013, Volume 7, Issue 2 30 Early Education, Poverty, and Parental Circumstances among Hispanic Children Early Education, Poverty, and Parental Circumstances among Hispanic Children: Pointing Toward Needed Public Policies Donald J. Hernandez Hunter College and the Graduate Center City University of New York Jeffrey S. Napierala University at Albany State University of New York Abstract This article presents findings from two research projects concerning the educational achievement and well-being of Hispanic children.


id: amae-159
title: amae-159
pages: 3
extension: .pdf
mime: application/pdf
words: 469
sentence: 31
flesch: 84
cache: cache/amae-159.pdf
txt: txt/amae-159.txt
summary:
  Association of Mexican-American Educators (AMAE) Special Issue ©2014 Volume 8, Issue 1 114 “Don’t Tell Me: Ask Me!” An Engaged Latina Mother’s Voice Lilian Cibils New Mexico State University Don’t tell me what language I must speak!


id: amae-181
title: amae-181
pages: 12
extension: .pdf
mime: application/pdf
words: 8101
sentence: 347
flesch: 47
cache: cache/amae-181.pdf
txt: txt/amae-181.txt
summary:
  These testimonios not only render undocumented student stories public, they also encourage listeners to understand that undocumented students are embedded in and buttressed by social relationships with other undocumented people, many of whom do not fit the good immigrant prototype. 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.


id: amae-88
author: Sáenz, Victor; Rodríguez, Angelica Aguilar; Martínez, Melissa A.; Romo, Enrique
date: 2011.0
pages: 10
extension: .pdf
mime: application/pdf
words: 5600
sentence: 282
flesch: 52
cache: cache/amae-88.pdf
txt: txt/amae-88.txt
title:
  The College Pathways of Foreign-Born and Native-Born Latina/o College Students at Four-Year Institutions

summary:
  This may be because immigrant students often have an increased desire to do well for their parents, repaying them for the sacrifi ces they made to provide students a better life (Tseng, 2004). The CIRP Freshman Survey is administered every summer to incoming college freshmen at hundreds of four-year institutions across the country, and it is the nation’s longest running study of entering college students.


id: amae-171
title: amae-171
pages: 16
extension: .pdf
mime: application/pdf
words: 11478
sentence: 511
flesch: 42
cache: cache/amae-171.pdf
txt: txt/amae-171.txt
summary:
  The law school argued that the policy was needed to further a compelling interest in student body diversity, which required the enrollment of a “critical mass” of students of color (i.e., more than a token number of minority students to help diminish the threat of stereotypes24) (see Garces & Jayakumar, 2014, for an extended analysis of the concept of critical mass). Thus, these studies demonstrated that racial diversity in the classroom helped institutions retain minority students, improve graduation rates, and create a learning environment that improved white and minority students’ ability to gain the educational benefits of diversity (Jayakumar, 2008).29 Diversity within racial groups to help break down stereotypes.


id: amae-196
title: amae-196
pages: 6
extension: .pdf
mime: application/pdf
words: 1675
sentence: 68
flesch: 43
cache: cache/amae-196.pdf
txt: txt/amae-196.txt
summary:
  The narratives from children, family members, community Martinez Association of Mexican American Educators (AMAE) Journal © 2016, Volume 10, Issue 1, ISSN 2377-9187 | 180 service providers, and teachers demonstrate how the activities enacted by child brokers often involved complex interactions and negotiations between parents and children, providers and children, and teachers and children. She attempts to illustrate this through the various voices and actors involved in brokering activities children engaged in on a daily basis.


id: amae-137
title: amae-137
pages: 5
extension: .pdf
mime: application/pdf
words: 2342
sentence: 59
flesch: 54
cache: cache/amae-137.pdf
txt: txt/amae-137.txt
summary:
  I hope you enjoy the poems and that you are inspired to use �“Where I�’m from poems�” in your own work�…or perhaps to write your own. I am from three younger sisters and a younger brother, from �“You�’re the oldest and have to set the example�” after every time I got in trouble.


id: amae-143
title: amae-143
pages: 13
extension: .pdf
mime: application/pdf
words: 8627
sentence: 507
flesch: 68
cache: cache/amae-143.pdf
txt: txt/amae-143.txt
summary:
  When high schools adopt a more empathic role with at- risk youth, and provide services like counseling, mentoring, and tutoring, research shows that violence and gang membership reports decrease. Dropping out of high school: The role of school organization and structure.


id: amae-148
title: amae-148
pages: 3
extension: .pdf
mime: application/pdf
words: 1539
sentence: 51
flesch: 32
cache: cache/amae-148.pdf
txt: txt/amae-148.txt
summary:
  The relationship between Latino ELLs’ academic achievement and teacher education programs that prepare pre-service teachers for working in Latino ELL contexts has not been at the forefront of the research literature to date. In fact, teacher education programs nationwide tend to gloss over the learning needs of culturally and linguistically diverse students in K-12 schools settings.


id: amae-132
title: amae-132
pages: 12
extension: .pdf
mime: application/pdf
words: 7891
sentence: 354
flesch: 44
cache: cache/amae-132.pdf
txt: txt/amae-132.txt
summary:
  “Accommodating diversity”: Pre-service teachers’ views on effective practices for English language learners. Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs.


id: amae-124
title: amae-124
pages: 12
extension: .pdf
mime: application/pdf
words: 4451
sentence: 205
flesch: 34
cache: cache/amae-124.pdf
txt: txt/amae-124.txt
summary:
  While school engagement has been defined in various ways across various theoretical frameworks, it is typically characterized as a psychological process that involves positive attention, interest, and/or commitment to academics (Connell & Wellborn, 1991; Fredricks et al., 2004; Marks, 2000). School engagement is also associated with volition or motivation that, in turn, impacts academic performance.


id: amae-146
title: amae-146
pages: 11
extension: .pdf
mime: application/pdf
words: 7463
sentence: 416
flesch: 57
cache: cache/amae-146.pdf
txt: txt/amae-146.txt
summary:
  The educational leaders also related the issues of high school students and their immediate needs. Teen shoots high school student before being disarmed by teacher.


id: amae-128
title: amae-128
pages: 10
extension: .pdf
mime: application/pdf
words: 6071
sentence: 349
flesch: 64
cache: cache/amae-128.pdf
txt: txt/amae-128.txt
summary:
  Reading avoidance starts early for many boys and boys of color living in poverty often begin a downward spiral in fourth grade (Brozo, 2002). 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.


id: amae-186
title: amae-186
pages: 2
extension: .pdf
mime: application/pdf
words: 237
sentence: 2
flesch: -27
cache: cache/amae-186.pdf
txt: txt/amae-186.txt
summary:
  la belleza de tu tierra que me faltaban callos en las manos para poder reunirme con las tuyas today, words linger in the darkness of the 3-hour difference between us from California to Guerrero they float around like vanishing hope rising up from the smoke of an adobe stove evaporating off their sun-kissed foreheads we are left suspended there made to feel invisible, sin palabras so much emptiness between our bodies our feet dragging through the dirt from one side of the border to the other our hands tied to a chain of anhelo in a faraway cage But I’ve learned quizás the best remedio is to listen A Map for Return Association of Mexican-American Educators (AMAE) ©2015, Volume 9, Issue 3 • ISSN 2377-9187 89 Así, wrapped in her silence Find warmth in it and love her in her own tongue A Map for Return Association of Mexican-American Educators (AMAE) ©2015, Volume 9, Issue 3 • ISSN 2377-9187 88 A Map for Return Aracely Mondragon San Francisco Organizing Project/Peninsula Interfaith Action We almost lost each other in our migration an iron fence tugging at your sand-encrusted skin claiming the memories you left behind as your rite of passage we were left barren with no map of return I grew up not knowing how to love you thinking we were too different que me faltaba lengua para apreciar


id: amae-172
title: amae-172
pages: 12
extension: .pdf
mime: application/pdf
words: 8591
sentence: 417
flesch: 54
cache: cache/amae-172.pdf
txt: txt/amae-172.txt
summary:
  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. I use my own dilemma of understanding and reconciling my position Privileged and Undocumented: Toward a Borderland Love Ethic Association of Mexican-American Educators (AMAE) Open Issue ©2015, Volume 9, Issue 2 ISSN 2377-9187 7 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.


id: amae-134
title: amae-134
pages: 10
extension: .pdf
mime: application/pdf
words: 6321
sentence: 398
flesch: 50
cache: cache/amae-134.pdf
txt: txt/amae-134.txt
summary:
  Association of Mexican-American Educators (AMAE) Special Invited Issue ©2013, Volume 7, Issue 2 40 Preparing Mainstream Teachers for Multilingual Classrooms Preparing Mainstream Teachers for Multilingual Classrooms Ester de Jong University of Florida Abstract 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. English language teacher expertise: The elephant in the room.


id: amae-156
title: amae-156
pages: 8
extension: .pdf
mime: application/pdf
words: 6007
sentence: 251
flesch: 51
cache: cache/amae-156.pdf
txt: txt/amae-156.txt
summary:
  This mixed population of students begins their educational experience functioning in Spanish 90% of the time while experiencing literacy in Spanish first, eventually moving to 50% of the time in Spanish and 50% of 22 Students and 22 Teachers Association of Mexican-American Educators (AMAE) Special Issue ©2014 Volume 8, Issue 1 95 the time in English by third grade. The resulting positive outcomes have led to my interest in initiating a discussion on the shift of traditional roles of teacher and student in the classroom to an understanding that students can take on the role of peer teacher, transforming them into teachers themselves.


id: amae-174
title: amae-174
pages: 14
extension: .pdf
mime: application/pdf
words: 9050
sentence: 452
flesch: 52
cache: cache/amae-174.pdf
txt: txt/amae-174.txt
summary:
  2 Family School Partnership (FSP) is an intergenerational research collective made up of high school students, their families, teachers, community members, and university students in the teacher education licensure program, directed by a university faculty member. We also wanted to better understand the roles of personnel within the school while also learning what the roles and rights were of the families of high school students.


id: amae-144
title: amae-144
pages: 8
extension: .pdf
mime: application/pdf
words: 5766
sentence: 340
flesch: 63
cache: cache/amae-144.pdf
txt: txt/amae-144.txt
summary:
  Association of Mexican-American Educators (AMAE) Special Theme Issue ©2013, Volume 7, Issue 3 72 “‘Whisper to a Scream’: The Collateral Consequences of Parental Incarceration” In his description of the typical pattern of daily life inside a modern American prison, Norval Morris recounts the nonsensical boredom that is prison life. Television shows and news media all-too- often fail to capture the “deadening sameness” that is prison life.


id: amae-117
title: amae-117
pages: 3
extension: .pdf
mime: application/pdf
words: 1933
sentence: 52
flesch: 27
cache: cache/amae-117.pdf
txt: txt/amae-117.txt
summary:
  As a pedagogical tool, it fosters the development of academic skills at the same time that it promotes positive change based on student research. A Sociocultural and Sociopolitical Approach to Teaching, Learning, and Research Because there is no such thing as a “generic” student, the NLERAP approach to research honors students’ particular sociocultural realities.


id: amae-107
author: Ruiz, Marisol
title: Silencing Resistance
date: 2012.0
pages: 2
extension: .pdf
mime: application/pdf
words: 270
sentence: 20
flesch: 75
cache: cache/amae-107.pdf
txt: txt/amae-107.txt
summary:
  They want prohibir to prohibit lo que what I veo, toco, see, touch, leo, oigo read, hear y siento. and feel. They want controlar to control lo que sé what I know lo que what I enseño.


id: amae-40
author: Pour-Khorshid, Farima
date: 2016.0
pages: 17
extension: .pdf
mime: application/pdf
words: 7534
sentence: 305
flesch: 56
cache: cache/amae-40.pdf
txt: txt/amae-40.txt
title:
  H.E.L.L.A.: Collective Testimonio that Speak to the Healing, Empowerment, Love, Liberation, and Action Embodied by Social Justice Educators of Color

summary:
  Mandated forms of teacher professional development is often shaped by state standards and reforms in which hegemony is implicit in their resulting professional standards, as well as teaching and learning conditions. We hope to allow readers to also travel with us as you engage in deep, reflective, and powerful storytelling that bridges our lived experiences to theory, love, healing, and transformative praxis in teacher professional development.


id: amae-158
title: amae-158
pages: 2
extension: .pdf
mime: application/pdf
words: 349
sentence: 5
flesch: 18
cache: cache/amae-158.pdf
txt: txt/amae-158.txt
summary:
  Association of Mexican-American Educators (AMAE) Special Issue ©2014 Volume 8, Issue 1 112 Querido Idioma Nora Reyes Mesa College Erica Reyes Arizona State University Madre: Querido idioma, central a mi identidad Poco te apreciaba por tan fácil encontrar Siendo parte de mi hogar Fuiste natural y esencial Aunque poco valorado Por la sociedad en general Les doy gracias a mis padres Por su ayuda a mantener A mi querido idioma Tan central a mi poder …A mi poder lograr los sueños por medio de mi aprender Querida hija, esencia de mi vida Con cariño, mi idioma te quisiera regalar Pero siendo yo bilingüe Batallo más para encontrar Las palabras para convencerte Del valor de esta herencia natural Hija: Querido idioma, central a mi identidad Tan duro he luchado para dominar tu majestad Poco te apreciaba a principios…en realidad no eras gran parte de mi hogar Te conocí como bebé; mi lengua madre eras Pero al entrar a la escuela, nuestra conexión se debilitó Hasta que, años después, decidí adoptarte de veras “I will raise my children bilingual” Ser bilingüe yo misma


id: amae-169
title: amae-169
pages: 15
extension: .pdf
mime: application/pdf
words: 8870
sentence: 402
flesch: 42
cache: cache/amae-169.pdf
txt: txt/amae-169.txt
summary:
  The purpose of this article is two-fold; first I will demonstrate the benefits of affirmative action programs in cultivating a presence of Latinas/os along educational pathways to the professoriate. The findings below depict the value of affirmative action programs in ushering Mexican American students from college to the professoriate.


id: amae-135
title: amae-135
pages: 11
extension: .pdf
mime: application/pdf
words: 7403
sentence: 369
flesch: 52
cache: cache/amae-135.pdf
txt: txt/amae-135.txt
summary:
  The health and well-being of young Latino children is not just important to their immediate families; issues impacting Latino children can affect all children and families within the community. The messages young Latino children may be getting at home or through the media about tensions between the two groups may influence their own sense of identity as well as the relationship between themselves and their peers.


id: amae-167
title: amae-167
pages: 15
extension: .pdf
mime: application/pdf
words: 10089
sentence: 512
flesch: 54
cache: cache/amae-167.pdf
txt: txt/amae-167.txt
summary:
  Mestizo Arts & Activism (MAA) Youth Collective: The High School/Youth Model MAA, founded in 2007 by university professors who specialize in youth studies, urban education and participatory action research methodologies (Cahill, 2010; Cahill, Quijada Cerecer, & Bradley, 2010), is a youth of color collective that exposes high school students to participatory action research, civic engagement, and college readiness. Adelante provides higher educational experiences to elementary school students and fosters a college going culture in the school.


id: amae-203
title: amae-203
pages: 23
extension: .pdf
mime: application/pdf
words: 8665
sentence: 506
flesch: 54
cache: cache/amae-203.pdf
txt: txt/amae-203.txt
summary:
  Literature on student mothers focus primarily on the graduate level (Castañeda & Isgro, 2013; González, 2007; Lynch, 2008; Springer, Parker, & Leviten-Reid 2009), with little attention to community college student mothers, rendering them “unexplored Jiménez & Oliva Association of Mexican American Educators (AMAE) Theorizing Trenzas/Braids in Chicana/Latina Educational Scholarship Our individual and collective experiences as former first generation graduate student mothers of color offer a unique understanding—a cultural intuition—that is sensitive to the experiences of community college student mothers (Delgado Bernal, 2002).


id: amae-27
author: Olivos, Edward; Mendoza, Marcela
date: 2009.0
pages: 6
extension: .pdf
mime: application/pdf
words: 6
sentence: 1
flesch: 116
summary: pg37 pg38 pg39 pg40 pg41 pg42
cache: cache/amae-27.pdf
txt: txt/amae-27.txt
title:
  Educational Equity and Rights: The Responsibilities of California’s Public Schools towards Immigrant Students and Communities


id: amae-129
title: amae-129
pages: 15
extension: .pdf
mime: application/pdf
words: 11192
sentence: 500
flesch: 51
cache: cache/amae-129.pdf
txt: txt/amae-129.txt
summary:
  In the rural areas, the Anglo power structure—which included large farm owners, local authorities, and state policymakers— created Mexican schools to maintain a subordinated, uneducated, and racialized work force. These cases preceded Brown v. Board of Education case in 1954 (Acuña 2004), creating a movement that “would expand in later decades to include not only the desegregation of Mexican schools as a means to equal education but also the need to restructure curriculums to account for the bilingual, bicultural traditions of Mexican Americans” (Garcia, 1989, p. 83).


id: amae-178
title: amae-178
pages: 4
extension: .pdf
mime: application/pdf
words: 2575
sentence: 69
flesch: 27
cache: cache/amae-178.pdf
txt: txt/amae-178.txt
summary:
  The articles in this collection highlight the complex and important ways in which the experiences and institutional interactions of refugee children, undocumented youth, and young immigrants are both distinct and interconnected. Although such movement across borders is not new, the summer of 2014 was the first time in recent memory that mainstream media exposed large numbers of the U.S. public to images of refugee children in this country packed into bare rooms, sleeping on the floor, in overcrowded and unsanitary conditions in makeshift detention centers.


id: amae-163
title: amae-163
pages: 14
extension: .pdf
mime: application/pdf
words: 7739
sentence: 630
flesch: 58
cache: cache/amae-163.pdf
txt: txt/amae-163.txt
summary:
  Secondary content teachers also recognized roles as language teachers and advocates for immigrant and bilingual adolescents. Analyses of participant reflections, blog postings, surveys, and SIOP lesson plans revealed three additional themes: content teachers as language teachers, the importance of getting to know students, and teachers as change agents.


id: amae-189
title: amae-189
pages: 19
extension: .pdf
mime: application/pdf
words: 7144
sentence: 411
flesch: 49
cache: cache/amae-189.pdf
txt: txt/amae-189.txt
summary:
  The effect these laws have on children in mixed status families is chilling. Hence, in regards to undocumented students, the intersectionality (Crenshaw, 1991) of their identities, heavily influenced by society’s regard for immigrants (or lack thereof), makes it more difficult to maintain a positive self-image.


id: amae-120
title: amae-120
pages: 5
extension: .pdf
mime: application/pdf
words: 3213
sentence: 101
flesch: 33
cache: cache/amae-120.pdf
txt: txt/amae-120.txt
summary:
  While still an emerging body of research, CRP suggests that as teachers search for strategies to improve student achievement, it is imperative that their approaches build on students’ cultural identities and the strengths students bring with them to the classroom. While students in the upper tracks were being prepared for higher education or White-collar positions in the workforce, the education of most Latino/a students prepared them for menial jobs in the service industry that provided few, if any, opportunities for upward mobility.


id: amae-219
title: amae-219
pages: 4
extension: .pdf
mime: application/pdf
words: 676
sentence: 77
flesch: 84
cache: cache/amae-219.pdf
txt: txt/amae-219.txt
summary:
  The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal Valencia Association of Mexican American Educators (AMEA) Valencia Association of Mexican American Educators (AMEA)


id: amae-175
title: amae-175
pages: 12
extension: .pdf
mime: application/pdf
words: 7534
sentence: 368
flesch: 49
cache: cache/amae-175.pdf
txt: txt/amae-175.txt
summary:
  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. By featuring what we term, the “paradox of performing exceptionalism,” we bring light to the complicated tension that these students experience—that is, despite the “entitlement” of their elite education youth continue to be racialized as undocumented students of color.


id: amae-147
title: amae-147
pages: 3
extension: .pdf
mime: application/pdf
words: 1132
sentence: 44
flesch: 43
cache: cache/amae-147.pdf
txt: txt/amae-147.txt
summary:
  Such questions point to the interplay between teacher education, schooling practices, and the school- to-prison pipeline. Cultivating a more positive landscape toward adulthood is where critical teacher education comes into play.


id: amae-195
title: amae-195
pages: 21
extension: .pdf
mime: application/pdf
words: 7930
sentence: 428
flesch: 54
cache: cache/amae-195.pdf
txt: txt/amae-195.txt
summary:
  Although Ms. Lynn did not know the students were discussing the text through freestyling, they stopped when she approached; the freedom of selecting their own method for literature discussion was central to their ability to complete the task she set for class. This also allowed them to enact the literacy event of literature discussion based on their interests and goals and allowed them to construct their understanding across languages and cultures to negotiate new learning (Dyson, 2003).


id: amae-161
title: amae-161
pages: 12
extension: .pdf
mime: application/pdf
words: 7185
sentence: 329
flesch: 43
cache: cache/amae-161.pdf
txt: txt/amae-161.txt
summary:
  In what ways are teacher candidates addressing differentiation? 2) How do teacher candidates articulate their differentiation plan?


id: amae-151
title: amae-151
pages: 13
extension: .pdf
mime: application/pdf
words: 6783
sentence: 325
flesch: 55
cache: cache/amae-151.pdf
txt: txt/amae-151.txt
summary:
  As we saw in Ms. Ayala’s class, we claim that Latin@ dual language classrooms are crucial bilingual communities where the translanguaging practices of all members can be honored, respected, validated, and used. This is why Zentella’s work is important when dealing with issues of language practices; she opened, some decades ago, a dialogue of social, cultural, and political aspects of linguistic practices of bilinguals in social and academic settings.


id: amae-109
author: Powers, Jeanne M.; Williams, Tiffany R.
title: State of Outrage: Immigrant-Related Legislation and Education in Arizona
date: 2012.0
pages: 9
extension: .pdf
mime: application/pdf
words: 6673
sentence: 391
flesch: 54
cache: cache/amae-109.pdf
txt: txt/amae-109.txt
summary:
  Arizona immigration law costs and savings. In 2000, Arizona’s voters overwhelmingly approved Proposition 203, entitled English for Children, which fundamentally changed the educational experiences of English language learners in Arizona public schools.


id: amae-142
title: amae-142
pages: 12
extension: .pdf
mime: application/pdf
words: 6847
sentence: 364
flesch: 58
cache: cache/amae-142.pdf
txt: txt/amae-142.txt
summary:
  All these vaguely defi ning identity markers tend to undercount, or underrepresent, the number of Latin@s in any population, and in school suspensions and expulsions, arrests, and incarceration rates generally. Systematically, through the overuse of school suspensions/expulsions, criminal justice-based school discipline policies remove students from school grounds for non-violent offenses coded as disruptive (i.e. breaking school rules: not wearing school uniform, talking back at teachers, walking the hallway without a pass) as groundings for identifying potential future violent offenders (Miller et al., 2011).


id: amae-131
title: amae-131
pages: 11
extension: .pdf
mime: application/pdf
words: 7220
sentence: 346
flesch: 49
cache: cache/amae-131.pdf
txt: txt/amae-131.txt
summary:
  Moreover, we include the perceptions of the law among the non-Latino youth with whom Latino youth live and who therefore constitute a key component of Latino youths’ developmental experience. Further, the experiences with immigration legislation of Latino youth in a state such as Arizona are key in capturing future potential effects of this and similar pieces of legislation around the country.


id: amae-197
title: amae-197
pages: 9
extension: .pdf
mime: application/pdf
words: 3156
sentence: 169
flesch: 41
cache: cache/amae-197.pdf
txt: txt/amae-197.txt
summary:
  Latinx students represent 23% of community college students nationwide (AACC, 2017). The following article, “Latina student mothers trenzas de identidades in the community college,” authored by Hortencia Jimenez and Nereida Oliva, provides insights into the experiences of Latina community college students who are mothers.


id: amae-179
title: amae-179
pages: 11
extension: .pdf
mime: application/pdf
words: 6970
sentence: 323
flesch: 43
cache: cache/amae-179.pdf
txt: txt/amae-179.txt
summary:
  Race is a global organizing force because it works at behest of whiteness, therefore, it is important to address the ways that language policies, such as the outlawing of bilingual programs, and the praxis of who ascends to positions of language researchers enlivens white settler logics and reseats whiteness as property. The sophistication of white settler colonial logics in education acknowledges that monolingual native speakers of standardized academic English may need redress to be ‘culturally responsive teachers’ but seeks that cultural touch-up by putting these populations in contact with ‘at-risk’ populations.


id: amae-140
title: amae-140
pages: 15
extension: .pdf
mime: application/pdf
words: 10000
sentence: 537
flesch: 47
cache: cache/amae-140.pdf
txt: txt/amae-140.txt
summary:
  Thus, in SPP studies, while the interconnectedness of factors (students’ race, school policies, gender, etc.) are acknowledged in the literature as causing the SPP, their intersectionality (Crenshaw, 1991) and multiplicity (Hames-Garcia, 2011) tends to be “blurred or only verbally acknowledged” (Richardson & Judge, 2013, p. 4) and single factors with “signifi cant” statistical relationships are the only ones studied. What the research on this relationship has yielded is the “School- to-Prison Pipeline” (SPP), a theory that suggests punitive school policies, such as detentions, suspensions and truancy policies, among others, disproportionately punish minoritized students31 pushing them out of schools and consequently sharply increasing the likelihood they will end up incarcerated32 (e.g., Advancement Project, 2005, 2010; Croger & Hewitt, 2011;


id: amae-126
title: amae-126
pages: 11
extension: .pdf
mime: application/pdf
words: 5499
sentence: 272
flesch: 46
cache: cache/amae-126.pdf
txt: txt/amae-126.txt
summary:
  It may be that parent-child relationship quality in general may be playing a protective role in Latino adolescent sexual behaviors. Research suggests that abstinence-only education2 renders adolescent sexual behavior as a deviant activity rather than a normative process, emphasizing moral values at the expense of health knowledge and skills (Bay-Cheng, 2003).


id: amae-118
title: amae-118
pages: 2
extension: .pdf
mime: application/pdf
words: 1122
sentence: 44
flesch: 53
cache: cache/amae-118.pdf
txt: txt/amae-118.txt
summary:
  For instance, 37 percent of Hispanic students attend high-poverty schools, that is, schools where 76 percent or more of the students are eligible for free or reduced lunch. The dropout rate among Hispanic students has remained stubbornly high for decades, fl uctuating anywhere between 40-80 percent depending on the year (Gandara & Contreras, 2009; Nieto, 2000b).


id: amae-112
title: amae-112
pages: 11
extension: .pdf
mime: application/pdf
words: 6471
sentence: 354
flesch: 52
cache: cache/amae-112.pdf
txt: txt/amae-112.txt
summary:
  Participant stories underscored the impact that this type of educational discontinuation has had on later life options, a fi nding corroborated by correlational studies of dropout with later negative life outcomes (Laird, DeBell, & Chapman, 2006), Given the links of many barriers to external or internalized oppression, it remains important for educators and mental health professionals who wish to promote educational achievement, resilience, and mental health in the face of such barriers to continue to advocate for social justice, or “Full and equal participation of all groups in a society that is mutually shaped to meet their needs” (Bell, 1997, p. 3) (e.g., see Life Circumstances barriers in Table 1). Several factors have been shown to be linked to mediation of such barriers.


id: amae-164
title: amae-164
pages: 10
extension: .pdf
mime: application/pdf
words: 6506
sentence: 334
flesch: 51
cache: cache/amae-164.pdf
txt: txt/amae-164.txt
summary:
  Yet when my German friends described their experiences learning mathematics, I reexamined these beliefs because there were striking differences between our experiences as mathematics students (e.g., symbolic notation, orchestrating conversations). Developing English Fluency before Mathematical Mastery At the beginning of their semester, the PSTs completed a mathematics autobiography in which they described their prior experiences as mathematics students (e.g., What do they remember about learning mathematics in school?


id: amae-150
title: amae-150
pages: 17
extension: .pdf
mime: application/pdf
words: 9670
sentence: 510
flesch: 52
cache: cache/amae-150.pdf
txt: txt/amae-150.txt
summary:
  Academy for teacher excellence: Recruiting, preparing, and retaining Latino teachers through learning communities. Total number of public school teachers and percentage distribution of school teachers, by race/ethnicity and state: 2011–12.


id: amae-191
title: amae-191
pages: 28
extension: .pdf
mime: application/pdf
words: 10686
sentence: 555
flesch: 54
cache: cache/amae-191.pdf
txt: txt/amae-191.txt
summary:
  The analysis also confirmed the fluidity of the CCW framework as various forms of capital intersected in the examination of parent involvement practices. Although not being able to understand the language has been documented to be a barrier to mainstream parent involvement practices, the mothers engaged in practices that allowed their children to complete their homework that at the same time helped develop children’s bilingual skills.


id: amae-182
title: amae-182
pages: 15
extension: .pdf
mime: application/pdf
words: 9022
sentence: 450
flesch: 50
cache: cache/amae-182.pdf
txt: txt/amae-182.txt
summary:
  For this reason, immigrant worker advocates have envisioned bold pathways of worker empowerment via collective resistance. The particular vulnerability of undocumented workers is an issue that few contest, and some pathways to legal status have been created for those workers who come forward to denounce workplace abuse.


id: amae-177
title: amae-177
pages: 9
extension: .pdf
mime: application/pdf
words: 6032
sentence: 275
flesch: 49
cache: cache/amae-177.pdf
txt: txt/amae-177.txt
summary:
  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. It’s easy to see lies hidden for centuries Were politically placed at odds through economy Highest US jail rate growing increasingly Poorest neighborhoods, low quality goods Liquor store on every corner, students misunderstood Quick loan outlets, cigarette ads Every brand of malt liquor making my people sicker and mad Black and Brown collectives can change perspectives Let’s figure it out, take the past and resurrect it, dissect it Pick up the parts cause life is hectic Put them together, what do you get?


id: amae-198
title: amae-198
pages: 30
extension: .pdf
mime: application/pdf
words: 9487
sentence: 609
flesch: 48
cache: cache/amae-198.pdf
txt: txt/amae-198.txt
summary:
  Specifically, attention was given to members of one professional assocation for community college leaders. In this article, community college leaders are defined as members of the professional assocation between 2012-2015.


id: amae-141
title: amae-141
pages: 10
extension: .pdf
mime: application/pdf
words: 6119
sentence: 401
flesch: 59
cache: cache/amae-141.pdf
txt: txt/amae-141.txt
summary:
  These interactions and policies must be examined and dismantled in order to construct undocumented students not as criminals, but as citizens with signifi cant aspirations that contribute to society and limit their entrance into the Pipeline. Basic statistics on students who are incarcerated and undocumented are scarce and literature that captured incarcerated education experiences of undocumented students was almost non-existent (Díaz-Strong & Meiners, 2007).


id: amae-188
title: amae-188
pages: 16
extension: .pdf
mime: application/pdf
words: 6608
sentence: 282
flesch: 71
cache: cache/amae-188.pdf
txt: txt/amae-188.txt
summary:
  Volume 10 Issue 1 2016 AMAE Open Issue Editors Patricia Sánchez The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal Journal Website: http://amaejournal.utsa.edu http://amaejournal.utsa.edu/ El Cruce Association of Mexican American Educators (AMAE) Journal © 2016, Volume 10, Issue 1, ISSN 2377-9187 | 3 El Cruce Miguel Within this narrative, the author not only describes the challenges in crossing into the U.S. but also weaves in lessons he has learned as an educator of other bilingual immigrant children.


id: amae-136
title: amae-136
pages: 4
extension: .pdf
mime: application/pdf
words: 2083
sentence: 80
flesch: 43
cache: cache/amae-136.pdf
txt: txt/amae-136.txt
summary:
  The author believes that this lack of tolerance for alternative approaches for English language instruction feeds into the molding of teacher beliefs that can lead to defi cit views of speakers of languages other than English. In Chapter 5, the authors Wright and Sung expose that despite the implementation of Arizona’s model for English language instruction, many teachers value bilingualism and agree that bilingual education, when properly implemented, is effective in helping English learners learn English and achieve academic success.


id: amae-190
title: amae-190
pages: 18
extension: .pdf
mime: application/pdf
words: 7084
sentence: 375
flesch: 50
cache: cache/amae-190.pdf
txt: txt/amae-190.txt
summary:
  Pre-service and in-service teachers in the field of dual language education can benefit from viewing Latina/o students as nepantleras/os when examining language education policies. Keywords: Borderlands, language education policy, dual language education, nepantla,


id: amae-212
title: amae-212
pages: 20
extension: .pdf
mime: application/pdf
words: 6825
sentence: 333
flesch: 39
cache: cache/amae-212.pdf
txt: txt/amae-212.txt
summary:
  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.


id: amae-110
author: Bejarano, Cynthia; Valverde, Michelle
date: 2012.0
pages: 8
extension: .pdf
mime: application/pdf
words: 5634
sentence: 261
flesch: 46
cache: cache/amae-110.pdf
txt: txt/amae-110.txt
title:
  From the Fields to the University: Charting Educational Access and Success for Farmworker Students Using a Community Cultural Wealth Framework

summary:
  CAMP students represent many disciplines including electrical engineering, biology, business and 14 Manufacturing sameness”, fi rst introduced here, was developed by the fi rst author. Familial knowledge rooted in CAMP students leads to their culturally entrenched ways of celebrating culture and their pride in their farmworker families and backgrounds that make them more determined to graduate.


id: amae-245
author: Necochea, Virginia
date: 2019.0
pages: 17
extension: .pdf
mime: application/pdf
words: 6218
sentence: 264
flesch: 46
cache: cache/amae-245.pdf
txt: txt/amae-245.txt
title:
  Land and Water Traditions at the Core: The Importance of Community-Based and Community-Created Multicultural Education Models in New Mexico

summary:
  What we’ve created is an opportunity for young emerging leaders to connect and learn from community leaders, researchers, scholars, and elders who can guide them on reaching deeper understandings of community needs. Self-governance is key and has long been part of acequia communities in New Mexico.


id: amae-180
title: amae-180
pages: 13
extension: .pdf
mime: application/pdf
words: 8502
sentence: 447
flesch: 46
cache: cache/amae-180.pdf
txt: txt/amae-180.txt
summary:
  In fact, research has shown the utility of examining newspapers to understand the framing of U.S. immigrants (Chávez, 2008; Massey & Pren, 2012). Racist nativism informs the shaping of a public imaginary of Latinas/os, and has influenced U.S. immigration policy—policies that often exclude Latina/o immigrants, and particularly the undocumented from full participation in U.S. society (Pérez Huber, 2009).


id: amae-145
title: amae-145
pages: 10
extension: .pdf
mime: application/pdf
words: 6038
sentence: 342
flesch: 48
cache: cache/amae-145.pdf
txt: txt/amae-145.txt
summary:
  Theme Issue-2013.indd Association of Mexican-American Educators (AMAE) Special Theme Issue ©2013, Volume 7, Issue 3 75 White Innocence and Mexican Americans as Perpetrators in the School-to-Prison Pipeline White Innocence and Mexican Americans as Perpetrators in the School-to-Prison Pipeline Richard Orozco Oregon State University Abstract This essay discusses white innocence as a mechanism that may contribute to perceptions of Mexican Americans as perpetrators. Specifi cally, 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.


id: amae-310
author: Rodriguez Vega, Silvia
date: 2018.0
pages: 27
extension: .pdf
mime: application/pdf
words: 8144
sentence: 446
flesch: 55
cache: cache/amae-310.pdf
txt: txt/amae-310.txt
title:
  Praxis of Resilience & Resistance: “We can STOP Donald Trump” and Other Messages from Immigrant Children

summary:
  For example, when immigrant children are exposed to immigration raids, teachers reported that children often missed school and were seldom able to concentrate when they attended, resulting in the slipping of grades (Chaudry et al., 2010). Through the collection and analysis of almost two hundred drawings by immigrant children in Arizona, I found that children were critical of racism and discrimination by police officers and other authority figures (Rodriguez Vega, 2018).


id: amae-170
title: amae-170
pages: 16
extension: .pdf
mime: application/pdf
words: 10930
sentence: 500
flesch: 42
cache: cache/amae-170.pdf
txt: txt/amae-170.txt
summary:
  Issue 1 ISSN 2377-9187 59 in the first place; ignoring the need for corrective action, critics of affirmative action can focus on casting affirmative action policies as nothing more than “unmeritocratic” “preferences” for “underqualified” students of color. The current SCA5 controversy has served to exploit an increasingly popular but nevertheless troubling wedge issue, one that perpetuates the myth of Asian Americans as model minorities and victims of affirmative action policy (Thernstrom & Thernstrom, 1997).


id: amae-173
title: amae-173
pages: 13
extension: .pdf
mime: application/pdf
words: 9097
sentence: 555
flesch: 56
cache: cache/amae-173.pdf
txt: txt/amae-173.txt
summary:
  This process compounded by inferior education Students of Color receive reinforces inequalities among this group (Kozol, A Race Conscious Pedagogy Association of Mexican-American Educators (AMAE) Open Issue ©2015, Volume 9, Issue 2 ISSN 2377-9187 20 2005; Valencia, 1993). Sourcebook on prison education.


id: amae-211
title: amae-211
pages: 20
extension: .pdf
mime: application/pdf
words: 6413
sentence: 308
flesch: 49
cache: cache/amae-211.pdf
txt: txt/amae-211.txt
summary:
  Inquiry surrounding “knowing” has also focused, among other things, on the psychological and subjective experiences of Latinx community college students and their interplay with degree persistence (Zell, 2010), and how shifting demographics combined with fossilized status advantage stymie intergenerational educational immobility within Latinx communities (Alon, Domina, & Tienda, 2010). Persistence of community college students: The influence of student intent and academic and social integration.


id: amae-157
title: amae-157
pages: 10
extension: .pdf
mime: application/pdf
words: 5985
sentence: 268
flesch: 49
cache: cache/amae-157.pdf
txt: txt/amae-157.txt
summary:
  Without strong messages from schools and the larger community to do otherwise, students who arrive Supporting Bilingual Learners and thei Families Association of Mexican-American Educators (AMAE) Special Issue ©2014 Volume 8, Issue 1 105 at school speaking languages other than English typically abandon their first language, reject their home culture, and often lose the ability to communicate with key members of their care-giving community. Why Does Maintaining the Primary Language Help? To better understand why the continued development of students’ primary language is so critical, it is helpful to think of the brain as a kind of “conceptual reservoir.”


id: amae-166
title: amae-166
pages: 7
extension: .pdf
mime: application/pdf
words: 4377
sentence: 198
flesch: 39
cache: cache/amae-166.pdf
txt: txt/amae-166.txt
summary:
  The conventional wisdom among educators is that during the past 40 years, affirmative action policies and practices have generally enhanced the educational attainment of Latinas/os1. the Supreme Court left untouched its ruling in Grutter v. Bollinger (2003), wherein the Court’s majority affirmed Justice Lewis Powell’s declaration in The Regents of the University of California v. Bakke (1978) that student body diversity constitutes a compelling interest in support of affirmative action policies and practices.


id: amae-122
title: amae-122
pages: 2
extension: .pdf
mime: application/pdf
words: 1107
sentence: 33
flesch: 32
cache: cache/amae-122.pdf
txt: txt/amae-122.txt
summary:
  When students witness the validation of their culture within the educational process, they connect their home or community identities with an academic identity. In contrast to the other high achieving programs, Conchas (2001) points out that this program, which had a medical theme, also helped students assess critically the status quo, refl ecting upon the role of race, gender and ethnicity in their schooling and future professions, but without inhibiting their educational and personal achievement.


id: amae-127
title: amae-127
pages: 10
extension: .pdf
mime: application/pdf
words: 5585
sentence: 333
flesch: 56
cache: cache/amae-127.pdf
txt: txt/amae-127.txt
summary:
  This is not to imply that relative income status, teen pregnancy, and English language learner issues are irrelevant to Latina student success. In moving away from individualized, deficit notions of Latina student achievement, critical race-based methodologies are particularly useful in recognizing patterns and practices that maintain racial inequities in higher education.


id: amae-206
title: amae-206
pages: 7
extension: .pdf
mime: application/pdf
words: 2889
sentence: 80
flesch: 50
cache: cache/amae-206.pdf
txt: txt/amae-206.txt
summary:
  Dr. Nancy Acevedo-Gil: Latino students have these aspirations to transfer, unfortunately we know that at least 85% of students who are coming into the community college system will be testing into developmental or remedial math and after four years of course work out of 100 students who actually enroll in developmental math, only 17 will complete a transfer level math course. So I appreciate the work that you all are doing in continuing to lead the effort—to focus attention on Latino students.


id: amae-153
title: amae-153
pages: 12
extension: .pdf
mime: application/pdf
words: 7002
sentence: 286
flesch: 39
cache: cache/amae-153.pdf
txt: txt/amae-153.txt
summary:
  Teacher education programs must consider effective ways to prepare teacher candidates for work with culturally and linguistically diverse students, particularly the large populations of Latina/o ELs. Teacher candidates learning from English learners: constructing concepts of language and culture in Tuesday’s


id: amae-184
title: amae-184
pages: 12
extension: .pdf
mime: application/pdf
words: 8173
sentence: 390
flesch: 47
cache: cache/amae-184.pdf
txt: txt/amae-184.txt
summary:
  Additionally, I highlight undocumented youth activists as strategic and interac- tive in their efforts to challenge and dismantle migration control technologies by showing that activists use their liminal legal status and their valorized social status to access and launch their challenges from these invisible spaces of migration control. The ICE infiltration implicated undocumented activists in directly attempting to secure the release of as many detainees as possible—a further expansion of their activist work.


id: amae-119
title: amae-119
pages: 5
extension: .pdf
mime: application/pdf
words: 3581
sentence: 139
flesch: 38
cache: cache/amae-119.pdf
txt: txt/amae-119.txt
summary:
  These decisions may inhibit later generations from interacting with fi rst-generation immigrants, whose networks function as academic social capital. The development of positive social relationships, and thus the acquisition of social capital, occurs through what Stanton-Salazar (1997) describes as “network orientation,” or how people perceive both the value and purpose of that network and its corresponding capital.


id: amae-152
title: amae-152
pages: 10
extension: .pdf
mime: application/pdf
words: 6314
sentence: 290
flesch: 47
cache: cache/amae-152.pdf
txt: txt/amae-152.txt
summary:
  A sociopolitical understanding of language use acknowledges that language use practices and policies are partially determined by the power accorded to speakers of particular languages in our society (Nieto, 2010; Nieto & Bode, 2012). Our conceptual framework also draws on the concept of hybridity because it can help linguistically responsive teachers understand the complex nature of linguistic identity development for Latino/a students.


id: amae-200
title: amae-200
pages: 25
extension: .pdf
mime: application/pdf
words: 8118
sentence: 403
flesch: 39
cache: cache/amae-200.pdf
txt: txt/amae-200.txt
summary:
  Thus, faculty play an important role as the primary point of contact with students and impact students’ outcomes through meaningful relationships (Nakajima, Dembo, & Mossler, 2012) particularly for community college students (Kim, 2010; Tovar, 2014) and Latinx students (Barnett, 2011). Other studies focusing on the experiences of community college students have produced contradictory findings.


id: amae-113
title: amae-113
pages: 6
extension: .pdf
mime: application/pdf
words: 3655
sentence: 177
flesch: 49
cache: cache/amae-113.pdf
txt: txt/amae-113.txt
summary:
  The author argues that the Coleman Report helped give credence to contemporary defi cit ideologies in education by proclaiming that schools do not make much of a difference in the educational outcomes of students in poverty including Latino students. Defi cit ideologies focus on how biological, cultural, and/or environmental factors explain the underachievement of Latino students in poverty (Valencia, 1997).


id: amae-228
title: amae-228
pages: 19
extension: .pdf
mime: application/pdf
words: 7172
sentence: 423
flesch: 48
cache: cache/amae-228.pdf
txt: txt/amae-228.txt
summary:
  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.


id: amae-183
title: amae-183
pages: 12
extension: .pdf
mime: application/pdf
words: 7776
sentence: 381
flesch: 52
cache: cache/amae-183.pdf
txt: txt/amae-183.txt
summary:
  In addition to increasing law enforcement, facilitating streamlined deportations, and expediting the admission of high-skilled migrants, he vowed to utilize discretionary authority to defer the removal of undocumented migrants who met certain qualifications. While the “education” and “vulnerable child” frames resonated with the moveable middle, and in many ways reflected the lived experience of a certain group of DREAMers, it also had the unintended consequence of brightening the boundary between “deserving” and “undeserving” undocumented migrants (Lamont & Molnar, 2010).


id: amae-368
author: Alarcón, Wanda
title: Reading and Remembering Butch-Femme Worlds
date: 2020.0
pages: 28
extension: .pdf
mime: application/pdf
words: 9915
sentence: 555
flesch: 63
cache: cache/amae-368.pdf
txt: txt/amae-368.txt
summary:
  We can see in this pointed statement the “race trouble” E. Patrick Johnson speaks of in proposing “quare studies” to accommodate “racialized sexual knowledge” as part of a bigger project on Black queer studies and why the emergence of a “queer of color critique” is necessary (Johnson, 2001, p. 1).6 that was almost lost—which they posted on YouTube not too long ago— but our loss of Margo and their work in future queer women of color film is felt too now.10 10 Margo Rivera-Weiss (2005) made several films through the Queer Women of Color Media Arts Project (https://qwocmap.org) based in San Francisco, CA.


id: amae-312
author: Serrano, Uriel; Vazquez, Andrea Del Carmen; Meneses Samperio, Raul; Mattheis, Allison
date: 2018.0
pages: 23
extension: .pdf
mime: application/pdf
words: 8386
sentence: 349
flesch: 36
cache: cache/amae-312.pdf
txt: txt/amae-312.txt
title:
  Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions

summary:
  Based on a review of the extant literature and in response to changing conditions for undocumented university students and communities, this study was guided by the following research question: How do two public HSIs in California interpret their responsibilities in the context of a changing federal immigration policy environment? Serrano, Vazquez, Meneses Samperio, & Mattheis Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 3 173 Undocumented Latinx Students in Higher Education Two prominent themes in the current literature about undocumented Latinx students in higher education are the impact of financial constraints (Diaz-Strong, Gómez, Luna-Duarte, & Meiners, 2011; Pérez Huber, 2009; Suárez-Orozco et al., 2015), and family supports as a resource (Diaz-Strong et al., 2011; Pérez Huber, 2009; Pérez, Espinoza, Ramos, Coronado, & Cortes, 2009; Punti 2017).


id: amae-194
title: amae-194
pages: 30
extension: .pdf
mime: application/pdf
words: 11358
sentence: 614
flesch: 49
cache: cache/amae-194.pdf
txt: txt/amae-194.txt
summary:
  In California alone, 75% of community college students are identified as “not ready” for college-level math or English (Engstrom, 2008). Much of what we know about Latino first-generation college students has been through studies that have examined first-generation students or Latino college students.


id: amae-204
title: amae-204
pages: 23
extension: .pdf
mime: application/pdf
words: 8531
sentence: 458
flesch: 47
cache: cache/amae-204.pdf
txt: txt/amae-204.txt
summary:
  This moderate view speaks in agreement to the types of literacy practices that are necessary for college students and their college knowledge (Conley, 2005). Concepts of “Standard” English and Discourses have real implications for college students, particularly those who are historically underserved such as Latinx students, in college English.


id: amae-314
author: Sedillo, Matt
title: Pilgrim
date: 2018.0
pages: 6
extension: .pdf
mime: application/pdf
words: 697
sentence: 24
flesch: 61
cache: cache/amae-314.pdf
txt: txt/amae-314.txt
summary:
  http://amaejournal.utsa.edu ISSN: 2377-9187 Volume 12 Issue 3 2018 AMAE Special Issue Latinx Education Policy and Resistance in the Trump Era Guest Editors Patricia D. López, California State University, Fresno William Pérez, Loyola Marymount University Editors Patricia Sánchez The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal http://amaejournal.utsa.edu/ Cedillo Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 3 195 Pilgrim By Matt Sedillo See some were born to summer homes And palatial groves Where pain was only to ever unfold From the pages of Secret Gardens Where the Red Fern Grows But not I See I come from the stock Of starry-eyed astronauts Who greet the night sky With big dreams and wide eyes the river Post Mendez vs Westminster One generation removed From the redlines And diplomas that were signed That those dreams https://doi.org/10.24974/amae.12.3.413 Pilgrim Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 3 196 In that skin Need not apply


id: amae-365
author: Diaz-Kozlowski, Tanya
date: 2020.0
pages: 22
extension: .pdf
mime: application/pdf
words: 9095
sentence: 567
flesch: 58
cache: cache/amae-365.pdf
txt: txt/amae-365.txt
title:
  The Power of Testimonio Pedagogy: Teaching Chicana Lesbian Fiction in a Chicana Feminisms Course at a Predominantly White Institution in the Midwest 

summary:
  Mignolo’s scholarship in conversation with Chicana/Latina feminist pedagogies have helped me recognize the significance of using testimonio pedagogy to teach Chicana lesbian fiction in a Chicana Feminisms course at a predominantly white institution (PWI) in the Midwest. Using testimonio pedagogy to theorize the significance of my students becoming pensadores teaching Chicana lesbian fiction in a Chicana Feminisms course demonstrates queer modes of disruption with Chicana/Latina feminist pedagogies is the insistence that the everyday experiences of survival, resistance, compliance, and dis/identification must count as knowledge.


id: amae-205
title: amae-205
pages: 23
extension: .pdf
mime: application/pdf
words: 7975
sentence: 372
flesch: 41
cache: cache/amae-205.pdf
txt: txt/amae-205.txt
summary:
  Community college transfer students may require additional and different kinds of support given their experiences (Townsend & Wilson, 2006)—this is Cortez & Castro Association of Mexican American Educators (AMEA) Journal © 2017, Volume 11, Issue 2 158 particularly true for community college transfer students of Color attending Predominantly White Institutions (PWIs) (Bensimon & Dowd 2009; Dowd et al., 2013; Museus & Neville, 2012). For community college transfer students, making connections with institutional agents can prove challenging during the transfer process (Bensimon, & Dowd, 2009; Fry, 2002).


id: amae-227
title: amae-227
pages: 23
extension: .pdf
mime: application/pdf
words: 8398
sentence: 448
flesch: 44
cache: cache/amae-227.pdf
txt: txt/amae-227.txt
summary:
  Learning and living pedagogies of the home: The mestiza consciousness of Chicana students. I knew exactly what it felt like when faculty failed to address issues that disproportionately impacted minoritized students and I could not fathom replicated those practices.


id: amae-216
title: amae-216
pages: 9
extension: .pdf
mime: application/pdf
words: 3316
sentence: 275
flesch: 79
cache: cache/amae-216.pdf
txt: txt/amae-216.txt
summary:
  I started high school and was determined to change the course of my future. She started to work, and I was left alone in high school.


id: amae-168
title: amae-168
pages: 14
extension: .pdf
mime: application/pdf
words: 8994
sentence: 423
flesch: 45
cache: cache/amae-168.pdf
txt: txt/amae-168.txt
summary:
  Rather than promote the idea that “students shouldn’t work so much,” as college students are often advised, HSI leaders could develop a campaign that highlights the resilience and commitment of their students, and reach out to city and county officials to develop citywide campaigns that ask local employers to support their working college students through flexible scheduling or helpful benefits. In order to officially become designated as a Hispanic-Serving Institution, a college or university must submit an application that documents eligibility and commitment to serve Latino students to the U.S. Department of Education.


id: amae-220
title: amae-220
pages: 4
extension: .pdf
mime: application/pdf
words: 459
sentence: 33
flesch: 66
cache: cache/amae-220.pdf
txt: txt/amae-220.txt
summary:
  Mi mente siempre se preocupa por mi gente, Y trato de mantener las dos manos abiertas, Listas para recibir las instrucciones de mi Dios. Babino Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 1 176 No captan mi realidad, Como medio pollo— Ni de aquí ni de allá: Una Latina bien güera—pelirroja; Quien ama español e English with Deep, symbiotic Furiosidad; Sea lo que sea, Entiendo que mi habla y escritura española es Su propio acto de resistencia.


id: amae-214
title: amae-214
pages: 22
extension: .pdf
mime: application/pdf
words: 9131
sentence: 486
flesch: 66
cache: cache/amae-214.pdf
txt: txt/amae-214.txt
summary:
  Each day each discussion group lasted about 20-30 minutes and was done while other students were in literacy centers. Since I wanted to promote critical consciousness in my students, I wanted to look closer at the following research question: “How can a teacher encourage student vulnerability and sharing of personal narratives?”


id: amae-231
author: Barillas Chón, David W.
title: Indigenous Immigrant Youth’s Understandings of Power: Race, Labor, and Language
date: 2019.0
pages: 28
extension: .pdf
mime: application/pdf
words: 10842
sentence: 565
flesch: 47
cache: cache/amae-231.pdf
txt: txt/amae-231.txt
summary:
  I did not overhear Indigenous language speaking youth speak to one another in Indigenous languages in any of the classrooms where I volunteered with classwork. Moreover, Indigenous speaking youth, especially the young women, would sit together and speak a mix of their Indigenous languages and Spanish, with Indigenous languages prominently spoken.


id: amae-235
author: Martínez, Ramón Antonio; Mesinas, Melisa
date: 2019.0
pages: 24
extension: .pdf
mime: application/pdf
words: 9404
sentence: 441
flesch: 47
cache: cache/amae-235.pdf
txt: txt/amae-235.txt
title:
  Linguistic Motherwork in the Zapotec Diaspora: Zapoteca Mothers’ Perspectives on Indigenous Language Maintenance

summary:
  “Spread your ass cheeks”: And other things that should not be said in indigenous languages. Abstract This article explores Indigenous Mexican mothers’ perspectives on multilingualism and Indigenous language maintenance in their children’s lives.


id: amae-176
title: amae-176
pages: 12
extension: .pdf
mime: application/pdf
words: 7991
sentence: 418
flesch: 55
cache: cache/amae-176.pdf
txt: txt/amae-176.txt
summary:
  Figure 1 offers an overview of how I conceptualize family home educational practices as centered in acts of parental agency (Holland et. Gomez’s efforts to make a life in the U.S., buy a home, learn English, and be involved in her daughter’s school sent important messages to her daughters about the value of hard work, the importance of school, her unconditional support, and the oftentimes contradictory lessons of maintaining the traditions of family life as a Spanish-speaking Latina woman while simultaneously emphasizing the importance of attaining independence as a woman through education, speaking English, and resisting marriage until later in life.


id: amae-304
author: López, Patricia D.; Pérez, William
title: Latinx Education Policy and Resistance in the Trump Era
date: 2018.0
pages: 7
extension: .pdf
mime: application/pdf
words: 1738
sentence: 68
flesch: 31
cache: cache/amae-304.pdf
txt: txt/amae-304.txt
summary:
  Also focused on Latinx student resistance, Beltrán, Montoya-Ávila, García, and Canales’ ethnographic study examines how teachers build upon students’ lived experiences and community cultural wealth to cultivate resistant capital and scrutinize oppressive rhetoric in the current political climate. Moreover, the paper puts forth arguments for how education is both weaponized and used as a bargaining chip, particularly among immigrant Latinx youth and families.


id: amae-222
title: amae-222
pages: 19
extension: .pdf
mime: application/pdf
words: 7198
sentence: 412
flesch: 47
cache: cache/amae-222.pdf
txt: txt/amae-222.txt
summary:
  I’ve seen like Mexican students here, and I agree with [the school administrators] that it slows down everybody’s learning process. I’ve seen like Mexican students here, and at the same time I agree with [the school administrators] that it slows down Santiago & Patrón-Vargas Association of Mexican American Educators (AMAE)


id: amae-199
title: amae-199
pages: 23
extension: .pdf
mime: application/pdf
words: 8185
sentence: 516
flesch: 51
cache: cache/amae-199.pdf
txt: txt/amae-199.txt
summary:
  Keywords: race, persistence, Latinx students, institutional research, community colleges DOI: http://dx.doi.org/10.24974/amae.11.2.349 Abrica & Rivas Association of Mexican American Educators (AMAE) Journal © 2017, Volume 11, Issue 2 44 Introduction Institutional Research (IR) offices, sometimes referred to as Offices of Institutional Effectiveness (IE), evaluation, assessment, enrollment research and/or planning, play an important role in shaping decision-making, policies, and practices within colleges and universities (Hossler, Kuh, & Olsen, 2001; Volkwein, 2008). Each testimonio documents the specific ways in which our own ways of knowing and Abrica & Rivas Association of Mexican American Educators (AMAE) Journal © 2017, Volume 11, Issue 2 60 desires to advocate on behalf of Latinx students threatened the political neutrality, complacency, and colorblindness that is associated with the field of institutional research.


id: amae-185
title: amae-185
pages: 2
extension: .pdf
mime: application/pdf
words: 664
sentence: 38
flesch: 85
cache: cache/amae-185.pdf
txt: txt/amae-185.txt
summary:
  Jump, run, jump, run (oops, a slight tripping over that rock, get up), jump, run. Obstacle after obstacle: Jump, run, jump, run, jump… Tell Me What Happens to the Child Who Crosses the Border


id: amae-249
author: Vélez-Ibáñez, Carlos G.
title: Language Hegemonies and their Discontents: History, Theory, Bilingualism, and Funds of Knowledge
date: 2018.0
pages: 25
extension: .pdf
mime: application/pdf
words: 10167
sentence: 392
flesch: 42
cache: cache/amae-249.pdf
txt: txt/amae-249.txt
summary:
  Equally, however, I as well consider that it is imperative to consider the subtle and unsubtle “discontents” of imposed populations who express their discontent in numerous ways from actual violent revolt in the past and present, such as among Indigenous populations in Oaxaca, to the creation of dual language programs in the present in the northern part of Southwest North America. Journal © 2018, Issue 12, Volume 2 35 An Ethnographic Assembly of Funds of Knowledge as Balance to Dual Language Social Inequity with a bit of Translanguaging: Antidotes to Ahistoricism and Cultural Erasure But dual language programs are not without their pitfalls and these must be avoided.


id: amae-215
title: amae-215
pages: 30
extension: .pdf
mime: application/pdf
words: 11002
sentence: 557
flesch: 51
cache: cache/amae-215.pdf
txt: txt/amae-215.txt
summary:
  Community college student mental health: Student figurines surfaced from a place of ancestry, memory, and Native land.


id: amae-241
author: Contreras, Frances
date: 2019.0
pages: 20
extension: .pdf
mime: application/pdf
words: 7222
sentence: 363
flesch: 60
summary: Cuba NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA
cache: cache/amae-241.pdf
txt: txt/amae-241.txt
title:
  Examining College Readiness among Latinx and Native American Students: Education as a Civil Right in the case of Martínez v. State of New Mexico


id: amae-255
author: O’Connor, Brendan H.
title: “Too Much Cream on the Tacos”: Narrative and Moral Personhood in Transfronterizo Experience
date: 2018.0
pages: 30
extension: .pdf
mime: application/pdf
words: 11747
sentence: 543
flesch: 55
cache: cache/amae-255.pdf
txt: txt/amae-255.txt
summary:
  Her repositioning in this section, then, as accomplished through her creative referential practice, is finely tuned to the interactional text of her narrative—in particular, to her concern with what I will think her story has amounted to (Jefferson, 1978) and what I, as a teacher, might make of other stories about the borderlands and the students therein. Araís, for “Too Much Cream on the Tacos” Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 2 155 instance, once parodied the circulation of sensationalized border stories as a game of “telephone,” where a whole chain of tellings and retellings resulted in a grossly distorted view of events: “ ‘Oh, I heard that my grandma’s sister’s brother’s little friend, this happened,’ and—,” she added dismissively, “I’m like, ‘Oh, okay.’ ”


id: amae-358
author: Lizárraga, José Ramón ; Cortez, Arturo
date: 2020.0
pages: 24
extension: .pdf
mime: application/pdf
words: 8101
sentence: 401
flesch: 49
cache: cache/amae-358.pdf
txt: txt/amae-358.txt
title:
  Cyborg Jotería Pedagogies: Latinx Drag Queens Leveraging Communication Ecologies in the Age of the Digital and Social Displacement

summary:
  Through her unabashed queer performance across the digital and face- to-face stage, she ushers her young learners to imagine a queered social organization of learning in her classrooms where the encapsulation of formal and informal learning spaces (Engeström, 1991) and teacher/student hierarchies are ruptured, mediated by playful queer practices such as “throwing shade.” Social theory and digital media practice.


id: amae-213
title: amae-213
pages: 22
extension: .pdf
mime: application/pdf
words: 8224
sentence: 422
flesch: 47
cache: cache/amae-213.pdf
txt: txt/amae-213.txt
summary:
  Ethnic diversity and Latino/a college access: A comparison of Mexican American and Puerto Rican beginning college students. Statewide transfer and articulation policies have been found to be effective in supporting community college student transfer to baccalaureate-granting institutions (Anderson, Sun, & Alfonso, 2006).


id: amae-373
author: Mutakabbir, Yoruba T.
title: Latinx Students’ Knowledge of and Inclination to Attend Public HBCUs
date: 2020.0
pages: 27
extension: .pdf
mime: application/pdf
words: 9447
sentence: 617
flesch: 49
cache: cache/amae-373.pdf
txt: txt/amae-373.txt
summary:
  Since Latinx students are overrepresented (Ma & Baum, 2016; Baylor, 2016) among community college students, this study is including community college students, in addition to high school students, as participants. As more predominately White institutions admitted Black students, HBCUs no longer enrolled the lion’s share of Black college students.


id: amae-307
title: “A Promise to Support Us:” Undocumented Experiences on a Sanctuary Campus
date: 2018.0
pages: 24
extension: .pdf
mime: application/pdf
words: 8257
sentence: 430
flesch: 45
cache: cache/amae-307.pdf
txt: txt/amae-307.txt
author:
  Allard, Elaine C.; Hamel Sellman, Jonathan; Torres, Brandon; Schwarz, Sydnie; Bernardino, Freddy; Castillo, Rebecca

summary:
  Interviews 10 Faculty & staff 7 Understand pedagogical practices, institutional procedures, and material resources used to support undocumented students Undocumented students 3 Understand undocumented students’ experiences in more detail. Undocumented students at Hawthorne did not worry much about financial burdens, transportation, or overtly hostile peers and institutional agents—concerns that undocumented students face in less privileged contexts.


id: amae-226
title: amae-226
pages: 23
extension: .pdf
mime: application/pdf
words: 7947
sentence: 381
flesch: 53
cache: cache/amae-226.pdf
txt: txt/amae-226.txt
summary:
  Montejano (1987) and Ramos (2010), researching Texas Mexicans revealed a history of exploitation, mistreatment, corruption, separation, and marginalization, which began with segregations of elites through the creation of a dual wage system that relegated and trapped Mexicans in the agricultural labor sector. As such, this article is the product of a praxis that emerged from an original MA thesis research project for Pantoja Perez.


id: amae-306
author: Muñoz, Susana M.; Vigil, Darsella; Jach, Elizabeth; Rodriguez-Gutierrez, Marisela
date: 2018.0
pages: 21
extension: .pdf
mime: application/pdf
words: 8096
sentence: 426
flesch: 51
cache: cache/amae-306.pdf
txt: txt/amae-306.txt
title:
  Unpacking Resilience and Trauma: Examining the “Trump Effect” in Higher Education for Undocumented Latinx College Students

summary:
  Keywords: Dreamers, undocumented students, racist nativism, DACA, higher education DOI: http://dx.doi.org/10.24974/amae.12.3.405 http://dx.doi.org/10.24974/amae.12.3.405 The Trump Effect Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 3 34 Introduction Immediately after the 2016 presidential election, the Southern Poverty Law Center (2016) surveyed 10,000 K-12 educators; 90% of the respondents reported the presidential election had a negative impact on school climate. Given the agenda of Trump and his administration, we believe it is imperative to understand if and how the campus climates of higher education institutions and undocumented students’ educational trajectories have been influenced by the Trump Effect in Colorado, a state which provides in-state tuition for undocumented students attending higher education institutions.


id: amae-229
title: amae-229
pages: 2
extension: .pdf
mime: application/pdf
words: 257
sentence: 12
flesch: 71
cache: cache/amae-229.pdf
txt: txt/amae-229.txt
summary:
  http://amaejournal.utsa.edu ISSN: 2377-9187 Volume 13 Issue 1 2019 AMAE Open Issue Editors Patricia Sánchez The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal http://amaejournal.utsa.edu/ Toledo Association of Mexican American Educators (AMAE) Journal © 2019, Volume 13, Issue 1 142 Where I’m From Ernesto Wilehaldo Toledo 7th grade KIPP Poder Academy I am from Family Photos from Fabuloso and Clorox. I am from the hills of Jalisco and the San Antonio heat, from frijoles and tacos.


id: amae-332
author: Felix, Eric R.
title: Using State-Equity Reform to Improve Latinx Student Transfer
date: 2020.0
pages: 29
extension: .pdf
mime: application/pdf
words: 10301
sentence: 466
flesch: 45
cache: cache/amae-332.pdf
txt: txt/amae-332.txt
summary:
  If increases in baccalaureate recipients motivate state completion goals, then the improvement of Latinx student transfer from community college to bachelor’s degree- granting institutions is critical. When examining the number of activities proposed and the funding allocated, we see an even smaller fiscal emphasis on transfer in general, and addressing Latinx transfer equity specifically.


id: amae-237
author: Torres-Velásquez, E. Diane; Rodríguez, Cristóbal; Hinojosa, David G.; Bono, Marisa M.
date: 2019.0
pages: 13
extension: .pdf
mime: application/pdf
words: 4352
sentence: 173
flesch: 46
cache: cache/amae-237.pdf
txt: txt/amae-237.txt
title:
  Education, Law and the Courts: Communities in the Struggle for Equality and Equity in Public Education

summary:
  Public school education in New Mexico. Journal © 2019, Volume 13, Issue 3 6 Education, Law and the Courts: Communities in the Struggle for Equality and Equity in Public Education E. Diane Torres-Velásquez, Ph.D. The University of New Mexico Cristóbal Rodríguez, Ph.D. Howard University David G. Hinojosa, J.D. Lawyer’s Committee for Civil Rights Under Law Marisa M. Bono VIA Metropolitan Transit On April 1, 2014, the Mexican American Legal Defense and Educational Fund (MALDEF) filed suit on behalf of fifty-one Latina, Latino, and Native American parents and children against the New Mexico Public Education Department (NMPED) complaining of the state’s failure to fulfill their obligation of providing a quality education to their children.


id: amae-162
title: amae-162
pages: 14
extension: .pdf
mime: application/pdf
words: 8771
sentence: 298
flesch: 37
cache: cache/amae-162.pdf
txt: txt/amae-162.txt
summary:
  In particular it presents opportunities for teacher education programs, schools, teachers, students, and community members to frame education as fundamentally about teaching and learning activities constructed locally to reflect the linguistic, cultural, and social values of participants. Teacher education examining beliefs, orientations, ideologies & practices.


id: amae-406
author: Enriquez, Jesse
title: Latinx/a/os in Higher Education: Exploring Identity, Pathways, and Success
date: 2020.0
pages: 7
extension: .pdf
mime: application/pdf
words: 2227
sentence: 96
flesch: 37
cache: cache/amae-406.pdf
txt: txt/amae-406.txt
summary:
  According to the authors, Latinx students enroll in the community colleges in record numbers in part because they are an affordable option and are located in close proximity to their families. Paperback: ISBN: 978-0-931654-74-9 Jesse Enriquez University of California, San Diego Latinx/a/os in Higher Education: Exploring Identity, Pathways, and Success explores topics that are central to the experiences of Latinx/a/o students and professionals in higher education.


id: amae-244
author: Trujillo Ellis, Bernadette; Trujillo, Patricia; Davis, Patricia Anne
title: Reconstituting Youth Space in New Mexico: The Space Youth Occupy. Education Policy. Clarity.
date: 2019.0
pages: 32
extension: .pdf
mime: application/pdf
words: 11415
sentence: 517
flesch: 49
cache: cache/amae-244.pdf
txt: txt/amae-244.txt
summary:
  As such, contemplation of the task at hand, which is to elicit a greater clarity in understanding the space New Mexico youth occupy in the state’s political consciousness, indicates critical thought and inquiry (Freire, 1970/1993). The intent, of which, is to contribute to the evolving critical discourse and enrich the potential for “the development of pragmatic strategies for political and economic survival” (Crenshaw, 1988, p. 1387) for New Mexico youth that are efficacious in closing the opportunity gap. Insights on Racism in New Mexican Youth Space Eliciting greater clarity necessitates seeing and naming racism because “by every social indicator, racism continues to blight the lives of people of color” (Delgado & Stefancic, 2012, p. 11) in that: Poverty… has a black or brown face… people of color lead shorter lives, receive worse medical care, complete fewer years of school, and occupy more menial jobs than do whites… African Americans in the United States would make up the twenty-seventh- ranked nation in the world on a combined index of social well-being; Latinos would rank thirty-third…


id: amae-201
title: amae-201
pages: 23
extension: .pdf
mime: application/pdf
words: 8308
sentence: 393
flesch: 49
cache: cache/amae-201.pdf
txt: txt/amae-201.txt
summary:
  Understanding how Latino fathers engage in their children’s education is important given their unique influence in the home. Although scholarship focused on the specific role Latino fathers play in the educational pathways of their children is scant, Quiñones and Marquez Kiyama (2014) underscore how at the K-12 level, Latino fathers cultivate educational success as a family endeavor, critique the dominant parent-school-district dynamics, and acknowledge their critical role as fathers resisting racism and invisibility in schools.


id: amae-405
author: Alcantar, Cynthia Maribel; Rincón, Blanca E.; Espinoza, Kristine Jan
date: 2020.0
pages: 17
extension: .pdf
mime: application/pdf
words: 5809
sentence: 291
flesch: 38
cache: cache/amae-405.pdf
txt: txt/amae-405.txt
title:
  In a State of Becoming: How Institutions Communicate Asian American and Pacific Islander- and Latinx-Servingness Through Campus Artifacts

summary:
  Abstract This study examines the ways campus artifacts communicate Asian American and Pacific Islander (AAPI)- and Latinx-servingness at dually designated Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) and Hispanic-Serving Institutions (HSIs). This study has implications for understanding how AANAPISI-HSIs communicate AAPI- and Latinx-servingness through campus artifacts.


id: amae-225
title: amae-225
pages: 20
extension: .pdf
mime: application/pdf
words: 7237
sentence: 341
flesch: 46
cache: cache/amae-225.pdf
txt: txt/amae-225.txt
summary:
  California DREAMers: Activism, identity, and empowerment among undocumented college students. State policies regarding undocumented college students: A narrative of unresolved issues, ongoing debate and missed opportunities.


id: amae-239
author: Moreno, Celina; Robledo Montecel, María “Cuca”; Montemayor, Aurelio
date: 2019.0
pages: 32
extension: .pdf
mime: application/pdf
words: 11772
sentence: 678
flesch: 47
cache: cache/amae-239.pdf
txt: txt/amae-239.txt
title:
  A Unique Blend of Research, Policy, Practice and Engagement to Impact Public Education for All Students

summary:
  In the U.S. v. Texas (1980) motion to enforce regarding evident inadequate education of English learners in Texas led the federal court to rule that Texas needed to adopt bilingual education and ESL programs for public school students. Up until 1986, Texas schools had not collected or reported any data related to high school dropouts.


id: amae-192
title: amae-192
pages: 28
extension: .pdf
mime: application/pdf
words: 9117
sentence: 433
flesch: 45
cache: cache/amae-192.pdf
txt: txt/amae-192.txt
summary:
  Sacrifice and bravery promotes the recognition of struggle undocumented immigrant families face as they endure multiple forms of subordination in societal settings, educational institutions, work settings, and in the community. Yow (2005) states oral history, as a method, is important: 1) because it follows the basic principle of grounded theory methods allowing for in-depth data collection and for themes and categories to emerge; 2) because oral history as a method allows for the revealing of the daily life at home and at work that rarely gets recorded; and 3) because it lends itself feasibly to recording family history through, stories, feelings, and motivations.


id: amae-218
title: amae-218
pages: 5
extension: .pdf
mime: application/pdf
words: 1366
sentence: 71
flesch: 34
cache: cache/amae-218.pdf
txt: txt/amae-218.txt
summary:
  Furthermore, while scholars suggest that several factors complicate the understanding of HSIs, they often do not provide ways to transform HSIs to better serve Latinx students. Lastly, this collection also provides a solid foundation for future research on HSIs by inspiring scholars to abandon or to reimagine normalized approaches to research such as comparison studies between HSIs and PWIs or between Latinx students and their White peers.


id: amae-217
title: amae-217
pages: 4
extension: .pdf
mime: application/pdf
words: 952
sentence: 46
flesch: 48
cache: cache/amae-217.pdf
txt: txt/amae-217.txt
summary:
  Furthermore, GWO supports creating strong and productive relationships for teacher preparation with university instructors and the curriculum development of teacher education. Maxine Christina Sigala University of Colorado at Denver I highly recommend this book for use in teacher education development programs, as it will be an instrument to help both faculty and administrators in K-12 environments and postsecondary institutions navigate the dismal and disheartening educational paths of Latina/o, Mexican, and Native American youth in the United States.


id: amae-246
author: Torres-Velásquez, E. Diane; Sleeter, Christine E.; Romero, Augustine F.
title: Martínez v. State of New Mexico and Multicultural Education: Divide and Conquer? We Don’t Think So!
date: 2019.0
pages: 26
extension: .pdf
mime: application/pdf
words: 10278
sentence: 565
flesch: 47
cache: cache/amae-246.pdf
txt: txt/amae-246.txt
summary:
  Gay (2010) defines culturally responsive pedagogy as teaching “to and through [students’] personal and cultural strengths, their intellectual capabilities, and their prior accomplishments” (p. 26); it is premised on “close interactions among ethnic identity, cultural background, and student achievement” (p. 27). Students of teachers who believed and acted on principles of culturally responsive teaching made greater gains in reading than students of teachers whose beliefs and teaching were not consistent with culturally responsive teaching.


id: amae-311
author: López, Ruth M.; Matos, Yalidy
title: Latinx Education Under Attack: The Implications of Immigration Policy for Education
date: 2018.0
pages: 22
extension: .pdf
mime: application/pdf
words: 8466
sentence: 444
flesch: 49
cache: cache/amae-311.pdf
txt: txt/amae-311.txt
summary:
  In fact, as we argue below, given the direct impact of immigration policies and enforcement on the lives of school-age children and young adults, education policy has become immigration policy. In the last decade, anti-immigrant policies have brought schools face to face with immigration policies in the classroom.


id: amae-207
title: amae-207
pages: 8
extension: .pdf
mime: application/pdf
words: 1265
sentence: 75
flesch: 64
cache: cache/amae-207.pdf
txt: txt/amae-207.txt
summary:
  How dare we speak to community college students about these things; these students aren’t going … aren’t going… to make it that far, right?– that’s a real tragedy. When we continue to name oppressive experiences faced by Latinx community college students, we are shut down as these “are things of the past.”


id: amae-355
author: Aguilar-Hernández, José M. ; Cruz, Cindy
title: Grounding Emerging Scholarship on Queer/Trans* Chicana/o/x and Latina/o/x Pedagogies
date: 2020.0
pages: 19
extension: .pdf
mime: application/pdf
words: 7227
sentence: 341
flesch: 47
cache: cache/amae-355.pdf
txt: txt/amae-355.txt
summary:
  Further, queer pedagogy values queer students’ experiences and knowledges as contestation to heteronormativity. However, as Aguilar-Hernández (2020) finds, the challenge of queer pedagogy is its “limitation of…its primary focus on sexuality, leaving Queer of Color perspectives and knowledges on the margins” (p. 5).


id: amae-193
title: amae-193
pages: 24
extension: .pdf
mime: application/pdf
words: 6933
sentence: 349
flesch: 50
cache: cache/amae-193.pdf
txt: txt/amae-193.txt
summary:
  In Southwest states, like California and Texas, Latin@s are more than half of public school students. Similarly, we use a CRT and LatCrit lens to examine the location of Latin@ students in different types of Chicago public schools.


id: amae-401
author: Romero, Devan R. ; Gonzalez, Minerva ; Clark-Ibanez, Marisol; D’Anna-Hernandez, Kimberly
date: 2020.0
pages: 21
extension: .pdf
mime: application/pdf
words: 7185
sentence: 333
flesch: 39
cache: cache/amae-401.pdf
txt: txt/amae-401.txt
title:
  A Culturally Validated Model of Student Success Services and Academic and Curriculum Enhancements at a Hispanic-Serving Institution

summary:
  Latinx PASO students completing the culturally validated GEW courses, had significantly higher course pass rates (M=86.6, SD=2.82, N=7) compared to Latinx students (M=79.9, SD=1.78, N=7) in non-validated GEW courses, t(12) = 5.33, p < .001. Keywords: Latinx, First-Year Programs, Retention, Higher Education, Validation Theory DOI: https://doi.org/10.24974/amae.14.3.401 https://doi.org/10.24974/amae.14.3.401 Romero, Gonzalez, Clark-Ibanez & D’Anna-Hernandez Association of Mexican American Educators (AMAE) Journal © 2020, Volume 14, Issue 3 85 Background Rates of college enrollment have increased over the last 20 years for all groups, with Latinx students showing one of the largest increases (22% to 36%); however, they are still one the minority groups with lowest enrollment overall (i.e. 59% Asian, 42% White, 37% Black and 36% Latinx, 24% Native American) (National Center for Education Statistics, 2019).


id: amae-250
author: Esquinca, Alberto; de la Piedra, María Teresa; Herrera-Rocha, Lidia
title: Hegemonic Language Practices in Engineering Design and Dual Language Education
date: 2018.0
pages: 26
extension: .pdf
mime: application/pdf
words: 10121
sentence: 575
flesch: 57
cache: cache/amae-250.pdf
txt: txt/amae-250.txt
summary:
  Dual language programs are Hegemonic Language Practices in Engineering Design Association of Mexican American Educators (AMAE) Dual language programs emerged through relationship-building and activism with and among families and communities in multilingual communities in cities like Miami, Laredo and New York City (Menken, 2017).


id: amae-391
author: Ibarra, Anahi
title: On Diversity, Equity and Inclusion
date: 2020.0
pages: 3
extension: .pdf
mime: application/pdf
words: 416
sentence: 15
flesch: 58
cache: cache/amae-391.pdf
txt: txt/amae-391.txt
summary:
  The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Managing Editor Christian Fallas-Escobar The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal http://amaejournal.utsa.edu ISSN: 2377-9187 Ibarra Association of Mexican American Educators (AMAE) Journal © 2020, Volume 14, Issue 3 140 On Diversity, Equity and Inclusion Anahi Ibarra University of California, San Diego Put me on the front cover of a school pamphlet, just so you can claim diversity and brag about how you have it. Volume 14 Issue 3 2020 AMAE Special Issue Latinx Students at Minority-Serving Institutions Guest Editors Taryn Ozuna Allen Texas Christian University Charles Lu University of California, San Diego Emily Calderón Galdeano Elevate Consulting Group Editors Patricia Sánchez


id: amae-416
author: Alanís, Iliana; Cataldo, Raquel
date: 2021.0
pages: 29
extension: .pdf
mime: application/pdf
words: 11172
sentence: 717
flesch: 55
cache: cache/amae-416.pdf
txt: txt/amae-416.txt
title:
  “Want to hear my story?” Developing Latino children’s written narratives through culturally relevant family photographs

summary:
  Children language and literacy. [NELP] (2008) and the National Association for the Education of Young Children [NAEYC] (2009, 2019) indicates high-quality early learning experiences for children are factors that lead to future academic success.


id: amae-221
title: amae-221
pages: 4
extension: .pdf
mime: application/pdf
words: 417
sentence: 22
flesch: 66
cache: cache/amae-221.pdf
txt: txt/amae-221.txt
summary:
  The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antoni Association of Mexican American Educators Journal A peer-reviewed, open access journal Martinez 178 A Subtractive Intellectualism Ricardo Martinez Iowa State University Ames, Iowa Learning to socialize—as kids playing tag, the game evolves to cops and robbers, like sides of a coin, it changes to superheroes versus super villains Batman Superman Wonder Woman She-Ra and Captain America; this is who we want to be, who we watch on weekends — white heroes saving the day. In the early grades of school— White students are Given pens and paper to write their dreams, like a mother’s warmth, filled with hope.


id: amae-399
author: Barrera, Magdalena L.
date: 2020.0
pages: 15
extension: .pdf
mime: application/pdf
words: 5460
sentence: 292
flesch: 48
cache: cache/amae-399.pdf
txt: txt/amae-399.txt
title:
  “I Love How We Developed a Community Already”: A Graduate Student Orientation Model for Minority-Serving Programs and Institutions

summary:
  Drawing from framing theory, socialization theory, and the scholarship of social support, Mears et al (2015) argue for the importance of graduate student orientations. Exemplary departments enculturate graduate students by fostering collegiality within the cohort, encouraging professional relationships between new students and faculty, and clarifying program structure and faculty expectations for incoming students (Boyle & Boice, 1998, p. 87).


id: amae-388
author: García, Gina Ann; Zaragoza, Marialexia
date: 2020.0
pages: 21
extension: .pdf
mime: application/pdf
words: 7025
sentence: 349
flesch: 49
cache: cache/amae-388.pdf
txt: txt/amae-388.txt
title:
  Students’ Perceptions of Diversity at Two Hispanic-Serving Institutions Through Pictures: A Focus on Structures for Serving

summary:
  Art, including murals and sculptures, that are Students’ Perceptions of Diversity Association of Mexican American Educators (AMAE) Journal © 2020, Volume 14, Issue 3 26 centered on students’ racial, cultural, and linguistic ways of knowing and being can be powerful. Students’ Perceptions of Diversity Association of Mexican American Educators (AMAE) Journal © 2020, Volume 14, Issue 3 22 Figure 5 Free samples in the health center For Carmen, having spaces on campus that provide basic essentials for students is one way to serve diverse students on campus, and particularly low-income students, which is important for HSIs that enroll students who come from various circumstances.


id: amae-313
author: Sanchez, Irene
title: Canyon City
date: 2018.0
pages: 5
extension: .pdf
mime: application/pdf
words: 721
sentence: 14
flesch: 44
cache: cache/amae-313.pdf
txt: txt/amae-313.txt
summary:
  http://amaejournal.utsa.edu ISSN: 2377-9187 http://amaejournal.utsa.edu/ Sanchez Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 3 191 Canyon City By Irene Sanchez For the students of Azusa, CA Driving through the canyon city Find Botanicas and Barber shops Mercados and mother’s pushing strollers Mothers pushing strollers down streets Named for a citrus past Schools in a city named for a rancho A rancho owned by Dalton a man who sided With the Mexicans during the Mexican American War Mexican American War What remains today is a romanticized history But what was erased is the fact that the San Gabriel Valley is indigenous land Indigenous land There are spirits that still echo through these canyons These canyons These mountains I breath the crisp morning air A tardy bell rings As I watch students make their way Finding a way Wondering why they are here after traveling Canyon City Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 3 192 Many roads Many roads lead to a classroom They enter holding back a rumble in their bellies Too many painful nights Painful nights They don’t want to remember Nights full of stars they can’t even see the magic They are made of Because in the morning They sit where it has been erased, degraded, left out of The curriculum The curriculum the other teachers say it’s too advanced Too much Too real Too challenging Because it sounds too much like the truth They call it un-American They tell me Sanchez Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 3 193 You get stopped around here for looking suspicious For looking like you don’t belong Belong where?


id: amae-408
author: Romo, Laura F. ; Magana, Diana; Gutierrez-Serrano, Gabriela
title: Factors Influencing Optimism for Degree Attainment in Latino First-Generation College Students
date: 2020.0
pages: 15
extension: .pdf
mime: application/pdf
words: 4863
sentence: 262
flesch: 42
cache: cache/amae-408.pdf
txt: txt/amae-408.txt
summary:
  Journal © 2020, Volume 14, Issue 3 124 Positive relationships and interactions with parents may also be a factor contributing to optimism in Latino college students. The present study explored factors that contribute to optimism for degree attainment among Latino college students who are the first in their families to attend college.


id: amae-362
author: Vázquez, Andrea Del Carmen
title: Joaquin’s Refusal: An Embodied and Geographic Active Subjectivity
date: 2020.0
pages: 18
extension: .pdf
mime: application/pdf
words: 6803
sentence: 334
flesch: 56
cache: cache/amae-362.pdf
txt: txt/amae-362.txt
summary:
  In this sense, the multiple readings of what the restroom can mean for queer youth is important in seeing the world and learning to think differently and reflexively. In this sense, the knowledge that stems from the body’s journey to different terrains makes its way to their active subjectivity, refusing the story Villa High wants to tell about queer youth.


id: amae-418
author: Ramirez, Michael ; Marquez, Amanda
date: 2021.0
pages: 34
extension: .pdf
mime: application/pdf
words: 13274
sentence: 679
flesch: 44
cache: cache/amae-418.pdf
txt: txt/amae-418.txt
title:
  Latinx Authorship and Representation in Digital Spaces: Wikipedia as a Tool to Decolonize the HSI Classroom

summary:
  To what extent does a Wikipedia editing assignment influence how Latinx students think about the college classroom and their roles as students? Adopting a decolonial approach in classroom practice can enable Latinx students to center their experiences and validate their cultures, which has been long ignored in scholarship and the college classroom in general (Cuadraz, 2005; R. Garcia, 2018; García-Louis, 2019).


id: amae-236
author: Urrieta, Jr., Luis; Calderón, Dolores
date: 2019.0
pages: 31
extension: .pdf
mime: application/pdf
words: 12141
sentence: 504
flesch: 36
cache: cache/amae-236.pdf
txt: txt/amae-236.txt
title:
  Critical Latinx Indigeneities: Unpacking Indigeneity from Within and Outside of Latinized Entanglements

summary:
  These settler colonial logics include violence by these groupings against Indigenous people, or indios, that has been part of Mexican and U.S. history in the Southwest. Indigenous Latinxs make up some of that increasing diversity and for better or worse they often become engulfed in the larger regulatory narratives of experience in the U.S., such as Hispanic or Latinx, that tend to disappear and assimilate Indigenous peoples.


id: amae-230
author: Urrieta, Jr., Luis; Mesinas, Melissa; Martínez, Ramón Antonio
title: Critical Latinx Indigeneities and Education: An Introduction
date: 2019.0
pages: 15
extension: .pdf
mime: application/pdf
words: 5586
sentence: 311
flesch: 37
cache: cache/amae-230.pdf
txt: txt/amae-230.txt
summary:
  Educators cannot continue to exclude the learning experiences in which Indigenous Latinx youth engage in with their family and cultural communities because these encompass critical forms of Indigenous knowledges and cultural assets that contribute to the development, education, and well-being of Indigenous youth, their families and communities (Urrieta, 2015). Participation in bailables, or traditional dance performances, intergenerational philharmonic bands, basketball tournaments, and trips back to the pueblo are a few examples of how Indigenous youth engage in their cultural traditions (Urrieta & Martínez, 2011).


id: amae-232
author: Casanova, Saskias
title: Aprendiendo y Sobresaliendo: Resilient Indigeneity & Yucatec-Maya youth
date: 2019.0
pages: 25
extension: .pdf
mime: application/pdf
words: 9290
sentence: 477
flesch: 47
cache: cache/amae-232.pdf
txt: txt/amae-232.txt
summary:
  The dance represents the existence of Maya culture in the present in these students’ lives. In addition, six participants discussed their exposure to Maya culture through storytelling.


id: amae-248
author: O’Connor, Brendan H.
title: Linguistic Hegemony and Counterhegemonic Discourse in the Borderlands
date: 2018.0
pages: 15
extension: .pdf
mime: application/pdf
words: 5496
sentence: 186
flesch: 34
cache: cache/amae-248.pdf
txt: txt/amae-248.txt
summary:
  Several of the contributors (Anthony-Stevens, Debenport, Mortimer) are White, non-Indigenous scholars with long-term relationships with Indigenous communities, varying degrees of proficiency in Indigenous languages (Tiwa and Guaraní), and, in Anthony-Stevens’s case, Indigenous children and O’Connor Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 2 8 family members. Bringing the “pre-modern” Indigenous peoples of the Americas into modernity (Wolf, 2010 as cited in Vélez-Ibáñez, 2017, p. 17)—i.e., re-making them into suitably “modern” subjects of colonial states by dehistoricizing them, or erasing their prior history—involved making Indigenous languages suitable for modernity (alongside the imposition of European languages).


id: amae-253
author: Mortimer, Katherine S.
date: 2018.0
pages: 33
extension: .pdf
mime: application/pdf
words: 12860
sentence: 602
flesch: 55
cache: cache/amae-253.pdf
txt: txt/amae-253.txt
title:
  The Hegemony of Language Separation: Discontents en Programas de Lenguaje Dual en Paraguay and El Paso

summary:
  In general, in both places I identify as an invested newcomer: a newcomer as someone lacking historical knowledge and experience compared to others in this context, while I also invested in relationships and interaction with the aim that they be long-term, of some mutual benefit, and multiplex, intertwining my personal (mother, neighbor, friend) and professional (researcher, language student, teacher educator, workshop leader) roles. Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging.


id: amae-407
author: Carales, Vincent D. ; Molina, Mauricio; Hooker, Jr., Darrell L.
date: 2020.0
pages: 18
extension: .pdf
mime: application/pdf
words: 6187
sentence: 344
flesch: 48
cache: cache/amae-407.pdf
txt: txt/amae-407.txt
title:
  “Without them I couldn't pay for my education, so here I am": Latinx college graduates’ experiences with and perceptions of their student loan debt

summary:
  Keywords: Latinx students, HSI, student loan debt, borrowing perceptions, financial literacy DOI: https://doi.org/10.24974/amae.14.3.407 https://doi.org/10.24974/amae.14.3.407 Carales, Molina & Hooker Association of Mexican American Educators (AMAE) Journal © 2020, Volume 14, Issue 3 31 Introduction Student debt has been reported as a major economic crisis, mainly driven by negative media reports (Baum, 2016). Due to this increased reliance on loans, understanding how students decide about acquiring student loan debt to pay for college is critical (Boatman et al., 2017; Zerquera et al., 2017).


id: amae-209
title: amae-209
pages: 23
extension: .pdf
mime: application/pdf
words: 8228
sentence: 527
flesch: 56
cache: cache/amae-209.pdf
txt: txt/amae-209.txt
summary:
  Discussion Given the influx of dual language programs in the U.S., it is important for early childhood teachers to develop strong pedagogical practices that will accommodate bilingual children’s needs as they develop bilingualism and biliteracy. In this classroom, children were developing their biliteracy skills within what Krashen (1987) termed the silent period, where bilingual children silently listen as they process the target language before they begin to use it with confidence.


id: amae-400
author: Grafnetterova, Nikola; Gutierrez, Jocelyn A.; Banda, Rosa M.
date: 2020.0
pages: 24
extension: .pdf
mime: application/pdf
words: 7280
sentence: 344
flesch: 38
cache: cache/amae-400.pdf
txt: txt/amae-400.txt
title:
  Entrando en el juego: The Role of Hispanic-Serving Institutions in Fostering Educational and Athletic Outcomes for Latinx Athletes

summary:
  Yet, little is known about the role intercollegiate athletics play in fostering educational outcomes for Latinx students at HSIs. Consequently, even at HSIs, the deficit framing of Latinx students has created many obstacles for them in higher education.


id: amae-315
author: Fallas Escobar, Christian
date: 2018.0
pages: 9
extension: .pdf
mime: application/pdf
words: 3000
sentence: 134
flesch: 41
cache: cache/amae-315.pdf
txt: txt/amae-315.txt
title:
  Teacher Leadership for Social Change in Bilingual and Bicultural Education Palmer, D. (2018). Bristol, UK: Multilingual Matters. 198 pp. ISBN-13: 978-1-78892-142-8

summary:
  Palmer’s three-part model for bilingual teacher leadership for social change becomes of utmost importance for Latinx educators facing anti-immigrant and anti-diversity discourses and narratives deep-rooted in the present Trump administration. As Palmer explains, the Proyecto Maestría provided a context, a laboratory, and a platform to explore the transformation from bilingual education teachers to leaders and its connection to the teachers’ cultural and linguistic identities, their expanding professional networks and embracing of identities as advocates for students and families marginalized by the school system.


id: amae-223
title: amae-223
pages: 24
extension: .pdf
mime: application/pdf
words: 9051
sentence: 409
flesch: 42
cache: cache/amae-223.pdf
txt: txt/amae-223.txt
summary:
  Feeling excluded from ethnic student organizations was a recurring theme. If participation in ethnic student organizations provides students of color with an important sense of belonging on campus, then these students definitely missed out.


id: amae-425
author: Rivas, Elizabeth D.
title: Where Were the Mexicans? The Story is a Conversation
date: 2021.0
pages: 20
extension: .pdf
mime: application/pdf
words: 6791
sentence: 326
flesch: 52
cache: cache/amae-425.pdf
txt: txt/amae-425.txt
summary:
  Abstract This essay explores the institutionalized master narrative of public institutions and how the mandated policies enacted by public institutions impact social studies teachers when they are delivering instruction to their students. I began to think of questions like, “Are social studies teachers aware that they are perpetuating the master narrative?


id: amae-234
author: Morales, P. Zitlali; Saravia, Lydia A.; Pérez-Iribe, María Fernanda
title: Multilingual Mexican-Origin Students' Perspectives on Their Indigenous Heritage Language
date: 2019.0
pages: 32
extension: .pdf
mime: application/pdf
words: 12527
sentence: 770
flesch: 60
cache: cache/amae-234.pdf
txt: txt/amae-234.txt
summary:
  While dual immersion programs have helped to shift expectations of language maintenance of emergent bilingual students by using their linguistic backgrounds as assets in the classroom, dual immersion programs largely treat Latinx students as Spanish language speakers. The importance of teaching Indigenous languages; and 3) Affirmation of Mexican Indigenous children’s identities.


id: amae-210
title: amae-210
pages: 22
extension: .pdf
mime: application/pdf
words: 8280
sentence: 363
flesch: 49
cache: cache/amae-210.pdf
txt: txt/amae-210.txt
summary:
  The data collection spanned one academic year and consisted of a questionnaire, one-on-one semi-structured interviews with each participant, document collection (i.e., teachers’ syllabi, photographs of classroom, samples of student work, log of activities with students, etc.), and teacher journaling (three journal prompts per teacher) where the teachers were provided additional space for self-reflection pertaining to their pedagogical practices. Latinas/os have also used their education to organize and generate social movements, as they did through the student walkouts of the Chicana/o Movement in the late 1960’s, which was largely organized by college students and centered around social and educational justice (Muñoz, 1989; Urrieta, 2004).


id: amae-375
author: Balderrama, Sandra
date: 2020.0
pages: 4
extension: .pdf
mime: application/pdf
words: 920
sentence: 43
flesch: 52
cache: cache/amae-375.pdf
txt: txt/amae-375.txt
title:
  Cultural Foundations and Interventions in Latino/a Mental Health: History, Theory, and Within-Group Differences. Hector Y. Adames, & Nayeli Y. Chavez-Dueñas. (2016). Routledge. 

summary:
  The intended audience for the book is professionals in the mental health field as well as educators who wants to learn more about effective Latinx mental health practices. Consisting of reflections written by mental health professionals on how this book has affected their mental health practices; this last part gives readers a glimpse of how it can help them in their practices.


id: amae-352
author: Romo, Laura F. ; Hurtado, Aída
title: Mexican Immigrant Mother-Daughter Conversations: Sexual Delay as a Path to Educational Achievement
date: 2020.0
pages: 26
extension: .pdf
mime: application/pdf
words: 9648
sentence: 493
flesch: 49
cache: cache/amae-352.pdf
txt: txt/amae-352.txt
summary:
  Consejos given by Mexican immigrant mothers may increase their daughters’ aspirations to succeed in school and serve to support their efforts, not only having an impact on academic outcomes but also on health decisions involving sexual engagement. That is, Mexican immigrant mothers are key in influencing their adolescent daughters’ decision-making about sexual activity, reinforcing the daughters’ optimism about their future goals, and giving their daughters the confidence they need to achieve their goals.


id: amae-450
author: Ramírez, Pablo C. ; Garza Ayala, Armando
date: 2021.0
pages: 8
extension: .pdf
mime: application/pdf
words: 2460
sentence: 136
flesch: 38
cache: cache/amae-450.pdf
txt: txt/amae-450.txt
title:
  Centering Translanguaging in Teacher Education: Cultivando Nuevos Conocimientos de Translenguaje en la Educación de Docentes Bilingües

summary:
  Studies associated with translanguaging pedagogy have shown that teachers who engage in translanguaging practices with their students improve flexible language proficiency and content learning (García & Kano, 2014; Li & Luo, 2017; Ramirez & Faltis, 2019). Beyond the traditional scope of translanguaging: Comparing translanguaging practices in Belgian multilingual and monolingual classroom contexts.


id: amae-376
author: Ortega, Erika
date: 2020.0
pages: 5
extension: .pdf
mime: application/pdf
words: 1204
sentence: 51
flesch: 33
cache: cache/amae-376.pdf
txt: txt/amae-376.txt
title:
  Educating emergent bilinguals: Policies, programs, and practices for English learners. Garcia, Ofelia and Kleifgen, Jo Anne (Eds.). Teachers College Columbia University Press. 

summary:
  In this regard, Garcia and Kleifgen (2018) argue that “rigid adherence to one language or another without regard to students’ practices and how they make meaning contradicts research findings” (p. 75), and emergent bilinguals continue to be assessed with instruments that disconnect academic language and content that do not align with language practices (Chapter 9). This book’s targeted audience is educators, policymakers, parents, and anyone in language education.


id: amae-421
author: Saldaña, Lilliana Patricia
date: 2021.0
pages: 28
extension: .pdf
mime: application/pdf
words: 9771
sentence: 359
flesch: 46
cache: cache/amae-421.pdf
txt: txt/amae-421.txt
title:
  The Struggle for Mexican American Studies in Texas K-12 Public Schools: A Movement for Epistemic Justice through Creation/Resistance

summary:
  Mounting evidence showed that MAS courses contributed to students’ academic achievement, even in non-MAS courses (Cabrera et al, 2014). ● The NACCS Tejas Foco MAS Pre-K-12 Committee drafted a resolution to encourage school districts to commit resources necessary to implement MAS courses.


id: amae-357
author: Salas-SantaCruz, Omi S.
date: 2020.0
pages: 22
extension: .pdf
mime: application/pdf
words: 8106
sentence: 411
flesch: 55
cache: cache/amae-357.pdf
txt: txt/amae-357.txt
title:
  Terca, pero no pendeja: Terquedad as Theory and Praxis of Transformative Gestures in Higher Education

summary:
  One that requires Quiahuitl to act professional and not act as if she was part of a gang if she wants to be more than an object of knowledge.10 Quiahuitl understands her terquedad as a performance that produces a social space of resistance and survival among those who join her in reading her terquedad through a different frame of intelligibility. ”8 Quiahuitl explains how this embodied memory, the inner impulse of terquedad, makes her latch onto things, leaving marks, even if what she is holding onto is taken away, a taking that is momentary 8


id: amae-462
author: Cuéllar, Delis
date: 2022.0
pages: 23
extension: .pdf
mime: application/pdf
words: 8812
sentence: 487
flesch: 57
cache: cache/amae-462.pdf
txt: txt/amae-462.txt
title:
  “There will only be English in Kindergarten”: The Language Ideologies of the Lead Teacher and of Mexican Mothers in an Arizona Head Start Program serving Spanish-Speaking Latino Children

summary:
  Data from semi-structured interviews, informal conversations, and participant-observation field notes were analyzed using the interrelated concepts of language ideologies and family language policy. The theories informing this study are interrelated and include language ideologies (Silverstein, 1979) and family language policy (Fogle & King, 2017).


id: amae-448
author: Nuñez, Idalia ; García-Mateus, Suzanne
title: Ruptures of Possibility: Mexican Origin Mothers as Critical Border Pedagogues
date: 2021.0
pages: 20
extension: .pdf
mime: application/pdf
words: 6799
sentence: 370
flesch: 47
cache: cache/amae-448.pdf
txt: txt/amae-448.txt
summary:
  For the present study, we employed critical discourse analysis to explore why and how Mexican mothers raise bilingual children by examining how their experiences inform us about their powerful roles as critical translanguaging pedagogues. Ruptures of Possibility Association of Mexican American Educators (AMAE) Journal © 2021, Volume 15, Issue 3 114 Data Analysis We employed critical discourse analysis (Johnstone, 2008) to help us understand why and how Mexican mothers raise bilingual children by examining how their experiences inform us about their powerful roles as critical language, border, and cultural pedagogues.


id: amae-441
author: Ramos, Monica
title: Border Thinking: Latinx Youth Decolonizing Citizenship
date: 2021.0
pages: 5
extension: .pdf
mime: application/pdf
words: 1490
sentence: 56
flesch: 31
cache: cache/amae-441.pdf
txt: txt/amae-441.txt
summary:
  As the authors explain, Latinx youth in Spain face social discrimination and systematic negative labeling in schools and politics. Against this backdrop, Latinx youth recognize their biculturality, showing a deep understanding of Anzaldua’s notion of pensamiento fronterizo, even if these two countries do not spatially border one another.


id: amae-451
author: Armijo Romero, Minea
title: Bilingualism and Bilingual Education: Conceptos Fundamentales
date: 2021.0
pages: 6
extension: .pdf
mime: application/pdf
words: 1766
sentence: 76
flesch: 42
cache: cache/amae-451.pdf
txt: txt/amae-451.txt
summary:
  The editors, Schwarzer, Petrón, and Larrotta ensure this book reflects not only the theory but also the ways languages are spoken and heard in 21st century bilingual classrooms and communities throughout the country by tejiendo el español y el inglés en contextos académicos. Hardcover &96.32 Minea Armijo Romero Universidad de Nuevo México Bilingualism and Bilingual Education: Conceptos Fundamentales has been an anticipated scholarly and practical support for pre-service teachers en el campo de la educación bilingüe.


id: amae-470
author: Hughes Karnes, Elizabeth
date: 2022.0
pages: 5
extension: .pdf
mime: application/pdf
words: 1598
sentence: 60
flesch: 33
cache: cache/amae-470.pdf
txt: txt/amae-470.txt
title:
  Looking like language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad

summary:
  Rosa challenges supremacist groups’ fear that an increase in immigration of Latinxs will create a new “mixed-race American future” by explaining Hughes Karnes Association of Mexican American Educators (AMAE) Journal © 2022, Volume 16, Issue1 142 that this fear erroneously relies on hard-set racial boundaries that never actually existed (p. 3). Rosa defines enregisterment as “the processes through which forms of language become endowed with cultural value” (p. 7).


id: amae-529
author: Serna, José Omar
title: Review of Good boys, bad hombres: The racial politics of mentoring Latino boys in schools
date: 2025.0
pages: 6
extension: .pdf
mime: application/pdf
words: 1567
sentence: 71
flesch: 39
cache: cache/amae-529.pdf
txt: txt/amae-529.txt
summary:
  Association of Mexican American Educators Journal A peer-reviewed, open access journal Volume 19 Issue 1 2025 AMAE Open Issue Editors Patricia Sánchez The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Managing Editor Jerry Romero Jr. The University of Texas at San Antonio http://amaejournal.utsa.edu journal ISSN: 2377-9187 Association of Mexican American Educators (AMAE) Journal © 2025, Volume 19, Issue 1 62 Review of Good boys, bad hombres Singh, M. V. (2024). Drawing from two years of ethnographic research in an urban California school district, Singh argues that these initiatives—often touted as progressive interventions— frequently reproduce racial, gender, and class hierarchies under the guise of empowerment.


id: amae-224
title: amae-224
pages: 20
extension: .pdf
mime: application/pdf
words: 7712
sentence: 390
flesch: 61
cache: cache/amae-224.pdf
txt: txt/amae-224.txt
summary:
  Given how much of the history of minority teachers has been lost (Kafka, 2016), more inquiry into what Latinx teachers bring into schools and why their presence matters so much in classrooms is needed. The research questions for this project are: how do Latinx teachers see their role in their schools?


id: amae-461
author: San Miguel Jr, Guadalupe
date: 2022.0
pages: 29
extension: .pdf
mime: application/pdf
words: 12650
sentence: 607
flesch: 46
cache: cache/amae-461.pdf
txt: txt/amae-461.txt
title:
  Mexican-American Moderates and the Shaping of Federal Education Policy: The Case of the May 25, 1970 Memorandum

summary:
  The groups who fell under this definition were Asian Americans, Mexican Americans, Puerto Ricans, and Native Americans.11 The purpose of this memo was to “clarify D/HEW policy on issues concerning the responsibility of school districts to provide equal educational opportunity to national origin minority group children deficient in English language skills. “School districts have the responsibility to adequately notify national origin minority group parents of school activities which are called to the attention of other parents.”


id: amae-238
author: Hinojosa, David G.
title: New Mexico’s 2019 School Finance Reforms and The Essential Building Blocks for State School Finance
date: 2019.0
pages: 24
extension: .pdf
mime: application/pdf
words: 9247
sentence: 400
flesch: 46
cache: cache/amae-238.pdf
txt: txt/amae-238.txt
summary:
  Once these foundations are in place, a state can begin identifying the essential building blocks of state school finance that will assist diverse students and schools in meeting the educational standards and goals of the state. Providing an allotment to cover the additional cost of CTE courses and programs should now be considered an essential building block of state school finance.


id: amae-305
author: Siham Fernández, Jesica; Magaña Gamero, Alejandra
date: 2018.0
pages: 21
extension: .pdf
mime: application/pdf
words: 8111
sentence: 413
flesch: 43
cache: cache/amae-305.pdf
txt: txt/amae-305.txt
title:
  Latinx/Chicanx Students on the Path to Conocimiento: Critical Reflexivity Journals as Tools for Healing and Resistance in the Trump Era

summary:
  Forging spaces for Latinx students to situate themselves in relation to the knowledge produced in the classroom, as well as being positioned as experts of their own lives can have a transformative positive impact on students (Bernal, 2002; Sepúlveda, 2011). These patterns are also reflected in the number of Latinx students who pursue higher education.


id: amae-467
author: Romero, Jerry
title: Growing up Latinx: Coming of age in a time of contested citizenship
date: 2022.0
pages: 6
extension: .pdf
mime: application/pdf
words: 1795
sentence: 62
flesch: 26
cache: cache/amae-467.pdf
txt: txt/amae-467.txt
summary:
  By concentrating on the intersections of Latinx youth identity and the sociopolitical construction of citizenship, Fernández makes the case for examining institutional structures that perpetuate hegemonic power formations that deprive Latinx youth of participation that legitimizes their agency and autonomy. By engaging in critical reflexivity, Fernández prefaces the deep connections of her research through her own positionality and experiences as a key component to feeling compelled to write about Latinx youth citizenship.


id: amae-240
author: Cabrera, Nolan L.; Chang, Robert S.
date: 2019.0
pages: 26
extension: .pdf
mime: application/pdf
words: 10093
sentence: 506
flesch: 54
cache: cache/amae-240.pdf
txt: txt/amae-240.txt
title:
  Stats, Social Justice, and the Limits of Interest Convergence: The Story of Tucson Unified’s Mexican American Studies Litigation

summary:
  Along with Dr. Cabrera on the analytical team were Dr. Jeffrey F. Milem, associate dean of the College of Education, and Dr. Ronald W. Marx, dean of the College of Education. These are very serious accusations, and in both his deposition and his trial testimony, Dr. Haladyna called for further investigation regarding cheating and grade inflation, although he himself did not investigate despite having access to all raw data, cleaned data, syntax, and results from Dr. Cabrera’s previous analyses.


id: amae-483
author: Ramos, Emily; Nava, Pedro
title: The Chicana/o/x Dream: Hope, Resistance, and Educational Success
date: 2023.0
pages: 6
extension: .pdf
mime: application/pdf
words: 1523
sentence: 44
flesch: 26
cache: cache/amae-483.pdf
txt: txt/amae-483.txt
summary:
  Conchas and Acevedo introduce the Framework of Atravesada/o/xs Nepantleando (FAN), which provides a lens to examine students’ intersecting identities and how they are able to see structural inequities to provide a critique of institutional processes of marginalization. In other words, la facultad reveals students coming into a critical consciousness as they now see the legacy of coloniality through structural inequalities and how they privilege others at their expense.


id: amae-360
author: Duran, Antonio; Orozco, Roberto C.; Gonzalez, Sergio A.
title: Imagining the Future of Jotería Studies as a Framework in the Field of Higher Education
date: 2020.0
pages: 21
extension: .pdf
mime: application/pdf
words: 7888
sentence: 371
flesch: 41
cache: cache/amae-360.pdf
txt: txt/amae-360.txt
summary:
  The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal http://amaejournal.utsa.edu ISSN: 2377-9187 http://amaejournal.utsa.edu/ http://amaejournal.utsa.edu/ http://amaejournal.utsa.edu/ http://amaejournal.utsa.edu/ http://amaejournal.utsa.edu/ http://amaejournal.utsa.edu/ http://amaejournal.utsa.edu/ http://amaejournal.utsa.edu/ Duran, Orozco, & Gonzalez Association of Mexican American Educators (AMAE) Journal © 2020, Volume 14, Issue 2 Imagining the Future of Jotería Studies as a Framework in the Field of Higher Education Antonio Duran, Ph.D. Auburn University Roberto C. Orozco Rutgers University–New Brunswick Sergio A. Gonzalez Claremont Graduate University To center ways of being and knowing rooted in queer Latinx/a/o experiences, this manuscript argues that educators, scholars, and practitioners interested in the study of higher education should mobilize Jotería Studies as a framework.


id: amae-242
author: Rodríguez, Cristóbal
date: 2019.0
pages: 24
extension: .pdf
mime: application/pdf
words: 7629
sentence: 315
flesch: 50
cache: cache/amae-242.pdf
txt: txt/amae-242.txt
title:
  Achievement, Politics, and Policy Shifts: Expert Report on Achievement for Martínez/Yazzie v. New Mexico

summary:
  During this period of time, close to 30% of Hispanic students were proficient or above in reading, math, and science, and close to 25% of American Indian students were proficient or above. In 2015 and 2016, White students, American Indian students, and Hispanic/all students/economically disadvantaged students scored at similar levels, with a slight edge by White and American Indian students.


id: amae-233
author: Vásquez, Rafael
title: Zapotec Identity as a Matter of Schooling
date: 2019.0
pages: 26
extension: .pdf
mime: application/pdf
words: 10394
sentence: 555
flesch: 52
cache: cache/amae-233.pdf
txt: txt/amae-233.txt
summary:
  Although Zapotec ethnic identity seems to be related to Zapotec speaking abilities, even high levels of speaking ability do not always activate Indigenous ethnic identity. Discussion There are two indicators that predict Indigenous ethnic identity: ethnolinguistic identity, and the absence of Indigenous labels; both are related to Indigenous ethnic identity formation Vásquez Association of Mexican American Educators (AMAE)


id: amae-476
author: Nava, Pedro; Martinez, Ramon
date: 2023.0
pages: 8
extension: .pdf
mime: application/pdf
words: 2889
sentence: 115
flesch: 32
cache: cache/amae-476.pdf
txt: txt/amae-476.txt
title:
  Critical Junctures along the Chicanx/Latinx Educational Pipeline: Interdisciplinary and Intersectional Perspectives

summary:
  While there is certainly no single pathway or monolithic set of educational experiences that characterizes schooling for Latinx students (Solorzano & Yosso 2000; Yosso 2006; Covarrubias 2011; Covarrubias & Lara 2014), we maintain that the Chicanx/Latinx educational pipeline remains a powerful metaphor for highlighting critical concerns related to the experiences of Chicanx and Latinx students in kindergarten through higher education settings. Finally, Emily Ramos and Pedro E. Nava provide a review of book, The Chicana/o/x Dream: Hope, Resistance and Educational Success, in which Conchas and Acevedo (2020) explore the testimonios of Chicanx students who resist the role coloniality plays in creating a marginalizing context across the educational pipeline.


id: amae-444
author: Salmerón, Cori; Batista-Morales, Nathaly ; Valenzuela, Angela
date: 2021.0
pages: 18
extension: .pdf
mime: application/pdf
words: 6226
sentence: 317
flesch: 48
cache: cache/amae-444.pdf
txt: txt/amae-444.txt
title:
  Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling 

summary:
  Based on her observations and interactions, Valenzuela (1999) contends that schools subtract value from the cultural capital that Mexican American students bring to school in two significant Translanguaging Pedagogy Association of Mexican American Educators (AMAE) For example, in a literacy lesson, students might read in English and write in Welsh (Williams, 1994, as cited in Baker, 2011).


id: amae-308
author: Mercado-López, Larissa M.; Alamillo, Laura; Herrera, Cristina
date: 2018.0
pages: 22
extension: .pdf
mime: application/pdf
words: 7963
sentence: 388
flesch: 49
cache: cache/amae-308.pdf
txt: txt/amae-308.txt
title:
  Cap(tioning) Resistance on Stage: Chicana/Latina Graduation Caps and StoryBoarding as Syncretic Testimonio

summary:
  As Chicana colleagues and good friends who have collaborated on other projects as well, we were excited about exploring our research synergies within the context of the study of graduation caps. Playing on the technical term of “mortorboards,” informally known as graduation caps, we propose reading the messages and decorations on the caps as a form of multimodal storytelling in which graduates critique their political climate and anti-immigrant policies, express pride in family histories, and declare Chicana/Latina feminist sensibilities.


id: amae-334
author: Jaime-Diaz, Jesus
title: Racialized Social Class Pedagogical Praxis: Critical Compassion, Cariño, Respeto and Confianza
date: 2020.0
pages: 23
extension: .pdf
mime: application/pdf
words: 8231
sentence: 509
flesch: 50
cache: cache/amae-334.pdf
txt: txt/amae-334.txt
summary:
  Critical pedagogy and teacher education: Radicalizing prospective teachers. Critical race theory and the whiteness of teacher education.


id: amae-208
title: amae-208
pages: 5
extension: .pdf
mime: application/pdf
words: 1333
sentence: 70
flesch: 59
cache: cache/amae-208.pdf
txt: txt/amae-208.txt
summary:
  Núñez explains that the housing arrangement fulfilled two purposes: it minimized the stigma associated with attending community college and it supported students by providing a temporary respite from their (often dangerous) neighborhoods. The other audience is college students themselves who seek affirmation about their attempts to go into the unknown land of college.


id: amae-435
author: Przymus, Steve Daniel; Sparks, David ; Garcia, Sophia; Silveus, Allison ; Cartmill, Cassandra
date: 2021.0
pages: 28
extension: .pdf
mime: application/pdf
words: 9973
sentence: 396
flesch: 42
cache: cache/amae-435.pdf
txt: txt/amae-435.txt
title:
  From Imagined to In-Practice and Performed STEM Identities: Measuring the Impact of a Latina STEM Fellowship on the Educational Trajectories of Latina High School Students

summary:
  We place identity and the power of imagination front and center in our study and through a multimodal systemic functional linguistics approach (Przymus et al., 2020), we analyze the experience of six Latina high school students and document all meaning-making textual interactions that moved these Latina STEM Fellowship (LSF) participants from imagined to in- practice and performed STEM identities. Furthermore, if their schools do not provide opportunities for STEM related communities of practice, tapping into STEM interests and nurturing Latina students’ imagined STEM identities may require in-practice, out-of-school STEM fellowship, that purposefully invites and supports young Latinas.


id: amae-387
author: Allen, Taryn Ozuna; Lu, Charles; Calderón Galdeano, Emily
title: Introduction
date: 2020.0
pages: 6
extension: .pdf
mime: application/pdf
words: 1800
sentence: 88
flesch: 32
cache: cache/amae-387.pdf
txt: txt/amae-387.txt
summary:
  As such, the number of Latinx students participating in American colleges and universities has also increased (Medina & Posadas, 2012). Between 2000 and 2018, college enrollment rates for Latinx students increased 14 percentage points, the most of all groups, from 22 percent to 36 percent (U.S. Department of Education, 2020).


id: amae-374
author: Henderson , Violet
title: Southwest Borderland Voices and Stories: Community Cultural Wealth as Living Literacies
date: 2020.0
pages: 29
extension: .pdf
mime: application/pdf
words: 11515
sentence: 661
flesch: 59
cache: cache/amae-374.pdf
txt: txt/amae-374.txt
summary:
  Through the frameworks of New Literacy Studies (NLS) and family literacy within the context of the Southwest Borderlands, and employing the tool of counternarratives through a Latino Critical Race Theory (LatCrit) lens, this study provides a platform for validating and affirming the voices, stories, experiences, and knowledges of the research participants. Many researchers in family literacy (Auerbach, 1989; Compton-Lily, 2009; Delgado- Gaitan, 1996; González, 2001; Reyes & Torres, 2007; Valdés, 1996) assert that children bring a multiplicity of language and literacy practices from home that are valid and as equally important as those from the dominant mainstream culture.


id: amae-419
author: Mendoza Aviña, Sylvia ; Saldaña, Lilliana Patricia
title: Introduction
date: 2021.0
pages: 6
extension: .pdf
mime: application/pdf
words: 1941
sentence: 63
flesch: 31
cache: cache/amae-419.pdf
txt: txt/amae-419.txt
summary:
  While there is growing scholarship on the movements for Mexican American Studies (MAS) in schools focusing on California and Arizona, less attention has been paid to the organizing done in Texas. Through their scholarship, they offer what approaches they have used to sustain and build Mexican American Studies at their respective institutions and in educational spaces.


id: amae-466
date: 2022.0
pages: 31
extension: .pdf
mime: application/pdf
words: 12698
sentence: 642
flesch: 51
cache: cache/amae-466.pdf
txt: txt/amae-466.txt
author:
  Gutierrez, Lorena; Calderon, Yajaira; Rodriguez, Louie ; Espinoza, Enrique; Macias, Cindy; Chang, Elisa

title:
  La Excelencia Son Los Valores: Using the Lotería Game to Understand the Foundations of Latina/o/x Excellence Cultivated at Home

summary:
  Implications for Practice Findings from this study challenge educators to consider the ways we can engage the rich sources of excellence students bring from their homes for learning in the classroom. Familismo may cause challenges such as also placing a financial burden on family members when children may be expected to contribute their own income, even in adulthood, causing a strain on their finances and elevating levels of stress and depression (Calzada et al., 2012), or influencing college choice among high school students trying to navigate their family obligations and personal pursuits (Hernández, 2015).


id: amae-469
author: Heinsfeld, Bruna Damiana
date: 2022.0
pages: 4
extension: .pdf
mime: application/pdf
words: 1230
sentence: 69
flesch: 42
cache: cache/amae-469.pdf
txt: txt/amae-469.txt
title:
  Latinx experiences in U.S. schools: Voices of students, teachers, teacher educators, and education allies in challenging sociopolitical times

summary:
  However, as the book’s editors state, most educational debates on Latinx students focus on underachievement and deficits that befall this community. Recent works, like Richins et al. (2021), reinforce the importance of Latinx families in the engagement of Latinx students.


id: amae-422
author: De La Trinidad, Maritza; Alvarez, Stephanie; Esquierdo, Joy; Guajardo, Francisco
date: 2021.0
pages: 29
extension: .pdf
mime: application/pdf
words: 11171
sentence: 512
flesch: 43
cache: cache/amae-422.pdf
txt: txt/amae-422.txt
title:
  Historias Americanas: Implementing Mexican American Studies in K-12 Social Studies Curriculum in the Rio Grande Valley

summary:
  Learning digital storytelling has equipped Historias Americanas teachers with a professional development process that, in the words of one teacher, “has transformed the way I see my personal story and the way I approach my teaching” (Lucy, post survey, summer 2020 institute). The proposal called for a program to engage selected local public- school districts in a professional development process for social studies and history teachers to De La Trinidad, Alvarez, Esquierdo & Guajardo Association of Mexican American Educators (AMAE)


id: amae-508
author: Martinez-Cortes, Janeth ; Romo, Harriett
date: 2025.0
pages: 30
extension: .pdf
mime: application/pdf
words: 9617
sentence: 463
flesch: 41
cache: cache/amae-508.pdf
txt: txt/amae-508.txt
title:
  First-generation Latina college students’ reflections of Mexican immigrant parent engagement in their college-going experiences

summary:
  Parental engagement in Latina/o/x students’ higher education pathways has been documented as an important source of support in college student experiences (Arzuaga, 2016; Goldsmith & Robinson- Kurpius, 2018; Marum, 2020). As Latina/o/x students of immigrant origin and first- generation college status continue to increasingly enroll in colleges and universities, a better understanding of the role immigrant parents play in their successful transition and completion of higher education is necessary.


id: amae-252
author: Anthony-Stevens, Vanessa; Griño, Paulina
date: 2018.0
pages: 30
extension: .pdf
mime: application/pdf
words: 10429
sentence: 517
flesch: 37
cache: cache/amae-252.pdf
txt: txt/amae-252.txt
title:
  Transborder Indigenous Education: Survivance and Border Thinking in the Professional Development and Practice of Maestros Indigenas

summary:
  Yet, the primary mission of Indigenous teachers, Anthony-Stevens & Griño Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 2 96 remains to adapt the national curriculum to local context using Indigenous language and Spanish, and to integrate Indigenous students into mainstream culture (Dietz & Mateos Cortes, 2011). This article highlights Indigenous teachers as strategic border negotiators, and narrators of counterhegemonic practices within institutional spaces.


id: amae-445
author: Muñoz-Muñoz, Eduardo
date: 2021.0
pages: 23
extension: .pdf
mime: application/pdf
words: 8341
sentence: 423
flesch: 43
cache: cache/amae-445.pdf
txt: txt/amae-445.txt
title:
  Where the Translingual Rubber Hits the Road: Ideological Frictions, Mixtificaciones y Potentialities in Bilingual Teacher Preparation Programs

summary:
  Remodeling dual language programs: Teachers enact agency as critically conscious language policy makers. During this time of theory-to-practice transitions, bilingual teacher candidates may be subject to conflicting messages about a myriad of concepts (e.g., the nature of language, social justice orientations, the (un)orthodoxy of practices, etc.) which are to be made sense of in conjunction with their lived experiences.


id: amae-479
author: Gonzalez, Alfredo
title: Mexican American Student Veterans: From Military Service to Higher Education
date: 2023.0
pages: 24
extension: .pdf
mime: application/pdf
words: 8215
sentence: 400
flesch: 46
cache: cache/amae-479.pdf
txt: txt/amae-479.txt
summary:
  The study identifies five factors Mexican American student veterans negotiate when transitioning to college: (a) minimization of racism; (b) lack of support; (c) being experiential learners; (d) substitute leadership; and (e) being financially motivated. Considering the purpose of this investigation is to understand the impact of military service on Mexican American student veterans pursuing a four-year degree, basic qualitative description was employed (Merriam & Tisdell, 2015; Sandelowski, 2000; Schroeder & Perez, 2022).


id: amae-442
author: De La Cruz, Terri
title: Codeswitching in the classroom: Critical perspectives on teaching, learning, policy, and ideology
date: 2021.0
pages: 5
extension: .pdf
mime: application/pdf
words: 1475
sentence: 67
flesch: 40
cache: cache/amae-442.pdf
txt: txt/amae-442.txt
summary:
  Finally, through their discussion on the vital role codeswitching plays within language policies and the classroom, the authors also hope to educate current and future bilingual teachers on the importance of codeswitching within their pedagogical approaches. This section underscores the importance and usefulness of codeswitching research to expand bilingual student education and encourage them to use their home language to elevate their learning experiences.


id: amae-457
author: Flores, Nelson
title: (Re)Orienting Translanguaging in Bilingual Education
date: 2022.0
pages: 6
extension: .pdf
mime: application/pdf
words: 2012
sentence: 57
flesch: 36
cache: cache/amae-457.pdf
txt: txt/amae-457.txt
summary:
  By engaging in the strategic use of language practices that have historically been associated with both English and Spanish, the articles in this special issue are doing the important foundational work of normalizing these language practices by taking the stance that they are not just legitimate in homes and communities but also in schools and academia. The teachers felt affirmed by the concept of translanguaging and were grateful to have a word to describe and affirm the types of language practices that they have regularly engaged in both in their classrooms and the broader community.


id: amae-251
author: Debenport, Erin
title: Spatiotemporal, Geographic, and Linguistic Fixity: (Counter)hegemonies in the Pueblo Borderlands
date: 2018.0
pages: 24
extension: .pdf
mime: application/pdf
words: 9530
sentence: 359
flesch: 43
cache: cache/amae-251.pdf
txt: txt/amae-251.txt
summary:
  However, dominant language ideologies in the Pueblo borderlands diverge from these views, presenting Spanish-English bilingualism—and by extension, fluency in other languages in addition to English and Spanish—as both authentic linguistic traditions of the region and as useful social tools. Stemming from language ideologies that emphasize tightly controlling access to Indigenous Pueblo languages, Southern Tiwa is one of the least-documented North American Indigenous languages, but using scant archival materials along with help from fluent speakers from Debenport Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 2 84 the other two Southern Tiwa-speaking Pueblos in New Mexico, the language program has been very successful.


id: amae-364
author: Caraves, Jack
title: Centering the “T”: Envisioning a Trans Jotería Pedagogy
date: 2020.0
pages: 21
extension: .pdf
mime: application/pdf
words: 7114
sentence: 341
flesch: 58
cache: cache/amae-364.pdf
txt: txt/amae-364.txt
summary:
  Then the author looks to the foundational work of Chicana/Latina Feminist pedagogies and transpedagogies to envision a trans jotería pedagogy that centers trans migrants—and trans women and people of color—that is grounded in disruption and vulnerability through the unsettling of borders and binaries tied to systems of power. Trans jotería pedagogy is uniquely situated to disrupt a cis-heteronormative, white supremacist, patriarchal system.


id: amae-432
author: Diaz, Marisol
title: Developing a Critical Consciousness with Elementary Students as A Catalyst for Academic Success
date: 2021.0
pages: 24
extension: .pdf
mime: application/pdf
words: 8729
sentence: 587
flesch: 54
cache: cache/amae-432.pdf
txt: txt/amae-432.txt
summary:
  Students were encouraged to observe other students’ plants and discuss possible reasons for the differences in growth. This includes Mexican students and students of Mexican backgrounds.


id: amae-455
author: Lara, Gilberto
title: Testimonios of Latino Male Preservice Teachers as Models for Caring and Bilingualism
date: 2022.0
pages: 22
extension: .pdf
mime: application/pdf
words: 8407
sentence: 496
flesch: 56
cache: cache/amae-455.pdf
txt: txt/amae-455.txt
summary:
  Review of the Literature Race and Culture Conscious Educators With regard to diversity, data from the 2017-2018 National Center for Education Statistics, Schools and Staffing Survey (SASS) reports a poignant news, a small change, a 5% increase in teachers of color for the last two decades where Latino teachers jumped from 6% to 9% but Black teachers decreased by a percentage point. Delgado Bernal (1998) cites cultural intuition as a researcher framework: Latino teachers use their cultural intuition composed of knowledge, life experiences and unique viewpoints; they create a pedagogical space that in turn values the knowledge, experiences, and viewpoints of their students.


id: amae-429
author: Martínez-Suárez, Alpha
title: The Undocumented Americans
date: 2021.0
pages: 4
extension: .pdf
mime: application/pdf
words: 1137
sentence: 42
flesch: 42
cache: cache/amae-429.pdf
txt: txt/amae-429.txt
summary:
  Without romanticizing the stories or looking to softening those portraits, Cornejo Villavicencio serves a powerful and compelling narrative that strives to bring the reader into the unflinching shortcomings of a deficient—to say the least—immigration system while counteracting the otherizing nativist and xenophobic discourses of undocumented immigrants that are so pervasive and still so currently damaging to the lives of many, given the longstanding racist and anti-immigrant political and cultural climate in the United States. Ultimately, this particular situation brings another unique set of challenges undocumented families and individuals must face given the precarious working Martínez-Suárez Association of Mexican American Educators (AMAE) Journal © 2021, Volume 15, Issue 2 150 conditions and the fragility of their economic power since they largely are dependent of the products of their manual labor.


id: amae-440
author: Saldaña, René
title: No tengo ni una sola memoria
date: 2021.0
pages: 7
extension: .pdf
mime: application/pdf
words: 965
sentence: 61
flesch: 81
cache: cache/amae-440.pdf
txt: txt/amae-440.txt
summary:
  Saldaña Association of Mexican American Educators (AMAE) Journal © 2021, Volume 15, Issue I 145 El sueño americano— René Saldaña Texas Tech University Don’t it sound so much more beautiful than its English counterpart— The American Dream: predetermined: baseball, apple pie, Chevrolet? No tengo ni una sola memoria René Saldaña Texas Tech University (Canoga Park, CA) I don’t remember learning English.


id: amae-452
title: Trenzando Poetry
date: 2021.0
pages: 26
extension: .pdf
mime: application/pdf
words: 6970
sentence: 332
flesch: 60
cache: cache/amae-452.pdf
txt: txt/amae-452.txt
author:
  Kenfield, Yuliana ; Xuncax Lazo , Maricela ; Solis , María José ; Ortega, Yecid ; Straits , Samibah ; Straits , Kee ; García, Joseph ; Moreyra Portilla , Ramiro 

summary:
  Estas reflexiones sucedieron de repente entre los poetas; por ejemplo, en el caso de Ramiro y Yuliana, se había escuchado en el pasado la palabra quechuañol para identificar lo que sucede cuando un hablante está usando el quechua trenzado con el español o viceversa. Yecid Ortega es mi nombre y tengo más de 20 años en el campo de la educación de lenguas en Colombia, USA y Canada.


id: amae-309
author: Martin-Beltrán, Melinda; Montoya-Ávila, Angélica; Canales, Nancy
date: 2018.0
pages: 26
extension: .pdf
mime: application/pdf
words: 9133
sentence: 408
flesch: 50
cache: cache/amae-309.pdf
txt: txt/amae-309.txt
title:
  “Do You Want to Tell Your Own Narrative?”: How One Teacher and Her Students Engage in Resistance by Leveraging Community Cultural Wealth

summary:
  Our analysis of student letters revealed how students seized the opportunity to resist dominant anti- immigrant narratives by leveraging their resistant capital through counter-stories, assertions of experiential knowledge, and appeals to a moral imperative. Our study contributes to scholarship on CCW by exploring how CCW is utilized in a previously under-examined context and has implications for educators by offering 1 Corresponding author can be reached at: memb@umd.edu Leveraging Community Cultural Wealth Association of Mexican American Educators (AMAE) Journal © 2018, Volume 12, Issue 3 98 examples of classroom practices that cultivate CCW and transform deficit discourses that threaten to impede academic success, especially among Latinx students.


id: amae-331
author: Martinez Negrette, Giselle
date: 2020.0
pages: 21
extension: .pdf
mime: application/pdf
words: 8242
sentence: 491
flesch: 53
cache: cache/amae-331.pdf
txt: txt/amae-331.txt
title:
  Immigration Patterns and History of Mexican-origin Latin@s in the Midwest: Educational Implications and Future Considerations

summary:
  As a result, Chicago became known as the “Midwest Mexican capital” (Acuña, 1988). The Southwest-Midwest Mexican American migration flows,1985- 1990.


id: amae-447
author: Eller, Stephanie ; Nieto, David
title: Idiolect and Identity: Fourth Grade Students’ Translanguaging, Comprehension, and Self-Identity
date: 2021.0
pages: 20
extension: .pdf
mime: application/pdf
words: 7481
sentence: 380
flesch: 51
cache: cache/amae-447.pdf
txt: txt/amae-447.txt
summary:
  When language use is strictly separated, it hinders not only the development of sociocultural competence and equitable practices in the classroom (Palmer et al., 2019), but also students’ self-identity as competent holistic bilingual individuals (Fitts, 2006). Idiolect and Identity Because language use is deeply intertwined with self-identity construction and performance (De Fina, 2016), translanguaging allows students to fully embrace their complex and sometimes contradictory identities (Norton, 1995) while empowering their identities as resourceful bilingual individuals who use their full linguistic repertoire for making meaning Idiolect and Identity Association of Mexican American Educators (AMAE)


id: amae-423
author: Puente, Josué ; Alvarez, Stephanie
date: 2021.0
pages: 22
extension: .pdf
mime: application/pdf
words: 8792
sentence: 303
flesch: 43
cache: cache/amae-423.pdf
txt: txt/amae-423.txt
title:
  Texas Resistance: Mexican American Studies and the Fight Against Whiteness and White Supremacy in K-12 at the Turn of the 21st Century

summary:
  UTSA Mexican American Studies program decides to create workshops for MAS teachers (Founded by Marie “Keta” Miranda) • 2013 Fall: The Rio Grande Valley Coalition for Mexican American Studies formed by faculty at South Texas College, UT Brownsville, and UT Pan American • 2013: Like many teachers in the United States, Texas teachers are often overworked and underpaid which in turn means volunteering and self-funding their participation in workshops like these which is very difficult.


id: amae-424
author: García, Nicolas; Gonzales, Anthony
title: Cinco Dedos: A Mexican American Studies Framework
date: 2021.0
pages: 20
extension: .pdf
mime: application/pdf
words: 6584
sentence: 347
flesch: 48
cache: cache/amae-424.pdf
txt: txt/amae-424.txt
summary:
  The Cinco Dedos framework calls for Mexican American Studies students to be given the opportunity to do the same and to use their voice to empower the community. Mexican American students have long been denied the stories and lessons regarding Jovita Idar, Carmelita Torres, Rodolfo “Corky” Gonzales, Ruben Salazar and countless other Mexican American heroes that committed themselves to the idea that Mexican Americans should be treated with dignity and respect.


id: amae-414
author: Gutierrez Keeton, Rebecca; Benavides López, Corina; Aguilar-Hernández, José M.
title: “It Shaped Who I Am”: Reframing Identities for Justice Through Student Activism
date: 2021.0
pages: 29
extension: .pdf
mime: application/pdf
words: 10405
sentence: 518
flesch: 41
cache: cache/amae-414.pdf
txt: txt/amae-414.txt
summary:
  The literature on student activism and identity development highlights the many ways students are impacted developmentally by their positive and negative socio-political and cultural experiences in higher education. Student activism in higher education involves protests and also includes other forms of civic engagement and community service, all of which result in short- and long-term positive outcomes, such as deeper cognitive and political It Shaped Who I Am Association of Mexican American Educators (AMAE)


id: amae-482
author: Nava, Pedro
date: 2023.0
pages: 16
extension: .pdf
mime: application/pdf
words: 7843
sentence: 474
flesch: 77
cache: cache/amae-482.pdf
txt: txt/amae-482.txt
title:
  Interview with Dr. Julie Figueroa: A Journey of a First-Generation Faculty and Mentoring across the Educational Pipeline

summary:
  Interdisciplinary and Intersectional Guest Editors Pedro E. Nava Ramón A. Martínez Santa Clara University Stanford University Editors Patricia Sánchez Antonio J. Camacho The University of Texas at San Antonio AMAE, Inc. Associate Editors Julie L. Figueroa Lucila D. Ek Sacramento State The University of Texas at San Antonio Managing Editor Karla Garza The University of Texas at San Antonio Association of Mexican American Educators Journal A peer-reviewed, open access journal http://amaejournal.utsa.edu ISSN: 2377-9187 Interview With Dr. Julie Lopez Figueroa Association of Mexican American Educators (AMAE) Journal ã 2023, Vol. 17, Issue 2 124 Interview With Dr. Julie Lopez Figueroa: A Journey of a First-Generation Faculty and Mentoring Across the Educational Pipeline Pedro E. Nava Santa Clara University pnava2@scu.edu In preparing this special issue on Latinx experiences across the educational pipeline, we sought to include contributions from authors addressing innovative approaches. In this conversational interview, we highlight the significant contributions of Dr. Julie Lopez Figueroa, a full professor at California State University Sacramento and a first-generation scholar with extensive experience navigating and also mentoring students across the educational pipeline.


id: amae-510
author: Batarse, Aidee
date: 2025.0
pages: 35
extension: .pdf
mime: application/pdf
words: 9726
sentence: 507
flesch: 42
cache: cache/amae-510.pdf
txt: txt/amae-510.txt
title:
  Breaking Barriers by Enhancing Collaboration Between Schools, Communities, and Spanish-speaking Immigrant Parents 

summary:
  A pedagogy of community building: Re- imagining parent involvement and community organizing in popular education efforts. Toward a theory of family-school connections: Teacher practices and parent involvement.


id: amae-426
author: Proffitt, Alexa M. ; Alderete, Antonia ; Villa, Megan ; Villarreal, Violetta
title: The Future of Middle Level Education–Chicana Maestras and Vignettes
date: 2021.0
pages: 23
extension: .pdf
mime: application/pdf
words: 8001
sentence: 335
flesch: 40
cache: cache/amae-426.pdf
txt: txt/amae-426.txt
summary:
  The research that is presented here is focused specifically on: What happens when three maestras write vignettes (teaching cases) that embody connections between anticolonial perspectives and middle level clinical teaching? Journal © 2021, Volume 15, Issue 2 126 three maestras write vignettes that embody connections between anticolonial perspectives and middle level clinical teaching.


id: amae-481
author: Lara, Argelia
date: 2023.0
pages: 27
extension: .pdf
mime: application/pdf
words: 10041
sentence: 468
flesch: 50
cache: cache/amae-481.pdf
txt: txt/amae-481.txt
title:
  An Undocumented Student's Quest for Acceptance: A Testimonio Analysis Traversing the Chicanx Educational Pipeline

summary:
  Constrained inclusion: Access and persistence among undocumented community college students in California’s central valley. It was not until 1985 that the case of Leticia A. v. UC Regents and CSU Board of Trustees supported the right of undocumented college students to pay in-state tuition.


id: amae-480
author: Vega, Christine
title: Motherscholars Traversing the Educational Pipeline through Moments of Sacred Pause
date: 2023.0
pages: 21
extension: .pdf
mime: application/pdf
words: 8101
sentence: 420
flesch: 50
cache: cache/amae-480.pdf
txt: txt/amae-480.txt
summary:
  Abstract By focusing on three Chicana Motherscholars pláticas, traversing the Educational Pipeline, I conceptualize sacred pauses as moments of joy, gratitude, and love (Tuck, 2009) as resistance and refusal. Motherscholars Traversing the Educational Pipeline Association of Mexican American Educators (AMAE) Journal ã 2023, Vol. 17, Issue 2 80 Building on mindfulness and theological definitions of sacred pause, I illustrate sacred pause as moments of joy, gratitude, and love as experienced by Chicana/e Latina/e1 Motherscholars journeying towards a doctorate, allows and acknowledges recognition of themselves, their children, and their “mommy wins” amongst the demand, chaos, and stressors of parenting while in the academy.


id: amae-443
author: Navarro Martell, Melissa Arabel
date: 2021.0
pages: 20
extension: .pdf
mime: application/pdf
words: 7783
sentence: 400
flesch: 55
cache: cache/amae-443.pdf
txt: txt/amae-443.txt
title:
  Learning and Teaching en Dos Idiomas: Critical Autoethnography, Translenguaje, y Rechazando English Learner 

summary:
  Así que después de ir a la escuela 8 años en Tijuana, y el resto en San Diego y Los Ángeles, I am comfortable using my languages as I please, yet with slight fear of the “language police,” and even multilingual people reading this essay. They later explained five main components on this perspective summarized in Rosa and Flores (2017); estas incluyen: (a) las conaturalizaciones históricas y contemporáneas de raza y lengua como parte de la formación colonial de la modernidad; (b) percepciones de diferencias raciales y lingüísticas; (c) reglamentaciones de categorías raciales y lingüísticas; (d) intersecciones y ensamblajes raciales y lingüísticos; y (e) la impugnación de las formaciones de poder raciales y lingüísticas.


id: amae-446
author: Ostorga, Alcione N.
title: Translingual Practices for the Development of Latinx Teacher Candidates: A Pedagogy for the Border
date: 2021.0
pages: 20
extension: .pdf
mime: application/pdf
words: 6993
sentence: 366
flesch: 48
cache: cache/amae-446.pdf
txt: txt/amae-446.txt
summary:
  Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment. Bilingual teacher education practices should emphasize the professional development of BTCs A Pedagogy for the Border Association of Mexican American Educators (AMAE)


id: amae-515
title: The Story of Creando Conciencia: A Latinx Student-Focused Professional Learning Community
date: 2025.0
pages: 31
extension: .pdf
mime: application/pdf
words: 7963
sentence: 394
flesch: 41
cache: cache/amae-515.pdf
txt: txt/amae-515.txt
author:
  Otero-Díaz, Margarita; Villarreal, Brandilynn; Cuevas-Uribe, Rafael; Marin Jarrin, Jose ; Iturbide, Maria I.

summary:
  To enhance Latinx student success, a team of Latinx faculty at a HSI developed innovative programming for educators centered on creating culturally sustaining educational spaces for Latinx students. To assess the effectiveness of the PLC, participants completed a baseline and exit survey which measured participants’ understanding of culturally responsive pedagogy (CRP), HSIs, cultural frameworks, and perceptions of their role as an educator of Latinx students.


id: amae-477
author: Lomelí, Karla
date: 2023.0
pages: 25
extension: .pdf
mime: application/pdf
words: 7857
sentence: 401
flesch: 51
cache: cache/amae-477.pdf
txt: txt/amae-477.txt
title:
  The Moral Ethic of Cariño: A Culturally Competent Approach to Working with Immigrant-Origin Students

summary:
  A critical Lomelí Association of Mexican American Educators (AMAE) Journal ã 2023, Volume 17, Issue 2 14 approach to cultural competencies specifically refers to how teachers structure learning opportunities in the classroom for a more democratic project of schooling in which immigrant- origin Latine students can fully embody their multiculturalism and multilingualism (Watson et al., 2016). Latine scholars have long been interrogating critical societal factors that impede the learning outcomes of Latine students, and they have been calling for more equitable practices in school contexts (Moll et al., 1992; Trueba, 1998; Gutierrez, 2008; Valdes, 1997a, 2001, 2004).


id: amae-512
author: Huante-Tzintzun, Nancy
title: Transformative Education: Review of Teaching Gloria E. Anzaldúa
date: 2025.0
pages: 5
extension: .pdf
mime: application/pdf
words: 1210
sentence: 49
flesch: 44
cache: cache/amae-512.pdf
txt: txt/amae-512.txt
summary:
  Teaching Gloria Anzaldúa is about paving the way for students to experience multiple forms of awakenings. Paperback: 30 Dr. Nancy Huante-Tzintzun California State University, Sacramento The anthology, Teaching Gloria E. Anzaldúa: Pedagogy and Practice for our Classrooms and Communities, keeps Anzaldúa’s work alive and relevant across disciplines.


id: amae-478
author: Ramirez, Johnny
date: 2023.0
pages: 21
extension: .pdf
mime: application/pdf
words: 7938
sentence: 385
flesch: 43
cache: cache/amae-478.pdf
txt: txt/amae-478.txt
title:
  From Safe Spaces to Sacred Spaces: Chicanx/Latinx After-School Youth Development and Transformational Resistance

summary:
  Brother B’s reference to BPMP as a “home” speaks to the kinship bonds and feelings of safety he experienced engaging in BPMP youth programming spaces. In addition, I illustrate how BPMP safe spaces provided feelings of unconditional acceptance and a heightened sense of belonging to a community of support for their peers and adult allies, which I theorize speaks to sacred spaces and sacred interconnectedness.


id: amae-519
author: Ortiz, Jose
title: Using Testimonios to Enhance Social Emotional Learning Skills for High School Latina/o/x Students
date: 2025.0
pages: 30
extension: .pdf
mime: application/pdf
words: 9300
sentence: 434
flesch: 49
cache: cache/amae-519.pdf
txt: txt/amae-519.txt
summary:
  Journal © 2025, Volume 19, Issue 1 38 • only centering the histories and experiences of African Americans and persecuted white groups; • presenting a general overview of student experiences as opposed to the personal histories and stories of students who have direct experience with forms of oppression; and • not emphasizing how social and political factors affect and shape one’s emotions. This article expands on SEL research by exploring a cultural practice known as testimonio among a small subset of high school students participating in the Aquetza summer program.


id: amae-472
author: Aleman, Sonya
date: 2023.0
pages: 31
extension: .pdf
mime: application/pdf
words: 10006
sentence: 478
flesch: 46
cache: cache/amae-472.pdf
txt: txt/amae-472.txt
title:
  Eroding Community Cultural Wealth: How Schooling Devalues Latina/o/x Students’ Identity, Pride, and Language

summary:
  Given the ideologies that uphold U.S. whitestream education, researchers have argued that CCW skill sets are invisible or undervalued by conventional schooling norms and standards, but what this analysis of Latina/o/x college student educational narratives exposes is that these spaces do not simply ignore or negate them, they function to erode them. The impact of student experiences on progress in college: An examination of minority and nonminority differences.


id: amae-459
author: Gonzalez, Martín Alberto
date: 2022.0
pages: 32
extension: .pdf
mime: application/pdf
words: 12337
sentence: 812
flesch: 63
cache: cache/amae-459.pdf
txt: txt/amae-459.txt
title:
  HorCHATa: A Counterstory about a Mexican-based Student Organization as a Counter-space at a Predominantly White University

summary:
  Drawing on in-depth interviews, participant observations, pláticas, and document analysis, I document the educational experiences of 20 Mexican/Mexican American/Xicanx (MMAX) undergraduate students who participated in ¡Poder Xicanx!. Specifically, I argue that ¡Poder Xicanx!


