Advancing Educational Equity for Students of Mexican Descent

Drawing on participatory action research conducted with students, families, and school staff in a Southwest community in the United States, this volume contests the achievement gap for students of Mexican-descent in the American education system, and highlights asset-based approaches to facilitating students' academic success.

Auteur

Andrea Romero is Vice Provost for Faculty Affairs and Professsor of Family Studies and Human Development, University of Arizona, US.

Iliana Reyes is Associate Dean for Academic Affairs and Community and Global Partnerships, Professor of Teaching and Learning, Sociocultural Studies and the Center for Latin American Studies, University of Arizona, US.

Texte du rabat

Drawing on participatory action research conducted with students, parents, families, and school staff in a Southwest community in the United States, this volume contests the interpretation of the achievement gap for students of Mexican descent in the American education system and highlights asset-based approaches that can facilitate students' academic success.

By presenting the Asset-Based Bicultural Continuum Model (ABC) and demonstrating the applications in a variety of family, school, and community-based initiatives, this volume demonstrates how community and cultural wealth can be harnessed to increase educational opportunities for Latino students. The ABC model offers new strategies which capitalize on the bicultural and linguistic assets rooted in local communities and offers place-based strategies driven by communities themselves in order to be tailored to students' strengths. The text makes a significant contribution to understanding the social ecology of Latinx students' experiences and offers a new direction for effective and evidence-based academic and health programs across the United States.

This book will be a valuable resource for researchers and academics with an interest in the sociology of education, multicultural education, urban education, and bilingual education. It will be of particular interest to those with a focus on Hispanic and Latino studies.

Contenu

Part I:

What do students, parents, teachers, counselors, administrators and community leaders feel is necessary for excellent education for all children in their community?

Chapter 1: Children and Communities with Promise: A Place-based Approach to an Asset Based Bicultural Continuum Model. Andrea Romero & Iliana Reyes

Chapter 2: Promesa Vision, Needs, and Strengths: Voices of Children, Youth, and Parents

Iliana Reyes, Andrea Romero, Monica Moreno & Juvenal Caporale

Chapter 3: We Have a Vision of a Healthy College-Going School: Principals, Administrators and Counselors

Sei Eun Kim, Andrea Romero, Jose Rodas

Chapter 4: Coalition Building for an Asset-based Bicultural Continuum:

Breaking Down Silos in La Zona de Promesa

Andrea Romero, Juvenal Caporale, Iliana Reyes & Gabriel Higuera

Chapter 5: Asset-based Bicultural Continuum Model for Educational Equity of Low-Income and Mexican Descent Students

Andrea Romero, Iliana Reyes, Michelle Rascon, & Elisa Meza * Part II:

How one community engaged with education to create an asset-based bicultural continuum

• Chapter 6: Early Childhood Communities as Bilingual and Bicultural Assets

Iliana Reyes & Monica Moreno

Chapter 7: Creating College Going Culture in Middle School Through Youth Participatory Action Research: Unity for Change, Believe in Us!

Sei Eun Kim, Christina Partida, & Andrea Romero

Chapter 8: From Community Mapping to Community Action: Youth Participatory Action Research on the Educational Pipeline

Michele Rascon, Stephanie Montaño, Alex Romero, & Andrea Romero

Chapter 9: Social Workers Developing Relationships and Linking Students Families and Teachers to Local Resources

Juvenal Caporale, Elisa Meza, Michele Rascon, Kaylin Shady, Andrea Romero, & Josefina Ahumada

Chapter 10: Final Reflections: La Zona de Promesa and The ABC Continuum Model

Iliana Reyes & Andrea Romero