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Thursday, November 17 • 4:20pm - 5:30pm
Educators' Roles in Building a Culture of Academic Success

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Participants:

A Study of Bilingual Teacher Identity Development Within a Language and Cultural Revitalization Project. Brenda Rubio, University of Texas at Austin

This ethnographic study examines the motivations bilingual Latina/o educators have to seek
out and participate in alternative educational spaces outside school that promote the curricular recognition of alternative epistemologies and pedagogies to foster students’ race, cultures, and languages. This work may help those involved in policy making to better understand the need for inclusive, culturally rich educational space and curriculum for Latina/o teachers and to uncover holistic ways to support bilingual educators.

Establishing a Culture of Reading for African American Students: Rural Principals’ Response. Brandolyn E. Jones, Lone Star College-Kingwood

This qualitative case study explores how rural elementary principals in southeast Texas in uence the reading development of their African American students. Findings revealed that African American student reading development within a rural school context was influenced by a synergistic system, which can operate unbeknownst to the campus principal or as supported directly by the campus principal. This study concludes with a proposed leadership support model for teaching reading to African American students in rural schools.

Race Matters: A Teacher-Research Study on Developing Racial Literacy in Urban Youth. Van Lac, University of Wisconsin-Madison

Institutionalized racism permeates the fabric of American society. Without cultivating racial literacy skills (Guiner, 2004), society remains ill equipped to effectively address racial injustice. This self-study explores one teacher’s development of a critical race pedagogy curriculum to strengthen and nurture racial literacy among a diverse group of urban youth in an after-school program. Preliminary ndings highlight the challenges this teacher-researcher faced when moving from theory to practice in critical race pedagogy work.

Examining the Culture of Academic Success at a Girls-Only National High School in Kenya. Nathern Okilwa, University of Texas at San Antonio

Educating girls in most developing countries is elusive because of the many barriers, including early-forced marriage, female genital mutilation, susceptibility to violence and certain diseases, gender discrimination/stereotyping, and negative classroom environments. Kenya has fared well in educating girls through girls-only boarding schools. The purpose of this study is to examine the culture of academic success at one national girls-only school. This study centers on the contribution of the school leadership to this success.




Thursday November 17, 2016 4:20pm - 5:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet A

Attendees (7)