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Saturday, November 19 • 11:00am - 12:10pm
Exploration of Educational Issues for Underrepresented Students

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Academic Kapo: High-Stakes Latina/o Educational Leadership. Keith Reyes, Washington State University

This qualitative study paints an auto-ethnographic portrait of work as a Chicano postsecondary educator at a community college in the Pacific Northwest over a 5-year period (2010–2015). This research suggests that macro-structural and institutional dynamics embedded into the work minority educators perform merge in perverse ways to contribute to the postsecondary educational inequity in socioeconomically disadvantaged Latina/o students’ lives, ultimately undercutting their life chances, with few exceptions.

Beyond Courage: A Gilded Age of Antiracism in a High School. Patrick A. Duffy, St. Paul Public Schools

The purpose of this critical ethnographic study was to examine school leaders’— administrators, teachers, support staff, and students—perceptions of the impact of a high school’s systemic antiracism model on bringing about organizational change related
to racial equity. The study addresses how antiracism was de ned, conceptualized, and manifested during a “gilded age” of antiracism at Midwest High School. The racial identity of participants contributed to their effectiveness with interrupting individual, cultural, and institutionalized racism.

“La Escuela Era lo Mejor Para Ellos”: Mexican Immigrant Parents Reflecting on Parental Engagement Experiences. Erica Fernández, University of Connecticut

Utilizing critical race theory, this paper centers the parental engagement experiences of Spanish-speaking Mexican immigrant parents. Findings indicated a relationship between traditional and nontraditional acts of parental involvement, the existence
of parental internalization of student success and failures, and the use of parental educative experiences as the driving force for the promotion of academic student success. This study thus extends the more expansive parental engagement discourse while also providing counternarratives of parental engagement experiences.

K-12 Latina/o Students: A Review of Research Identifying Factors Contributing to Academic Achievement. Amanda Taggart, California State University, Bakersfield

A systematic review was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to Latina/o student academic achievement outcomes during their K-12 careers. Findings indicated that a combination of (a) demographic variables, (b) sociocultural variables, (c) cultural variables, (d) academic experiences, (e) psychological variables, and (f) school/institutional variables was found to be related to one or more academic achievement outcomes for Latina/o students.

Exploring the Early College and College Transition Experiences of Women From Underrepresented Groups. Leslie Locke, Matthew Stier (University of Iowa)

This qualitative study examines the transition from the Early College High School environment to the postsecondary environment for women from underrepresented groups. Students’ success, transition, and engagement are highlighted. Effective and appropriate K-12 leadership solutions designed to meet the specific needs of these students are discussed.

Saturday November 19, 2016 11:00am - 12:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet B

Attendees (5)