Search

This paper uses data from research projects that deliberately set out to tell positive stories about educators who were working with the children and families of migratory agricultural workers in the US. The aim underpinning these projects was to move beyond the deficit discourses and stories of blame that so often circulate, particularly in relation to social groups that are marginalised, and to present stories that embody positive and productive ways of thinking and working. Using Maxwell's (2012) process of connecting, the authors used the transcripts of semistructured interviews to construct narratives about three of the educators who were interviewed. These examples from rural education research highlighted the actions of educators to build and promote children's and families' relationships with the place where they were residing temporarily. The notion of querencia provided a helpful way of conceptualising the relationship between place and belonging, to assist the development of insider understandings. The narrative approach offers a way of opening such discussions in education more broadly and to consider the role of teachers in ensuring that negatively framed stories, such as deficit discourses, are not in play.

Innovation is driving major changes in journalism globally. Understanding how journalism educators, students, and journalists perceive of innovation--in themselves and their organizations--is another layer by which to understand how the overall industry is evolving. This study explores the perceptions of innovation through an international survey (N = 1,543) of journalism educators, students, and journalists from Latin America. Findings show that journalists perceive themselves as more innovative than those in the academy. A significant gap appears between the academy and newsroom of how innovation is being defined and what it means to be innovative, which poses implications for the future of journalism students and journalists alike.

Introduction: The present study investigated the theoretical Stereotyping Threat-susceptibility groups proposed by Steele (1997) by using a latent class analysis. Method: 413 undergraduate students from the U.S and Colombia, majoring in various Science Technology Engineering and Math (STEM) and non-STEM disciplines completed a stereotype threat susceptibility measure--the Social Identities and Attitudes Scale, SIAS (Picho & Brown, 2011). Results: For U.S. women in STEM results indicated the presence of three ST susceptibility profiles (i.e., low and high ST susceptibility classes and a disengaged class) and two variations of an un-identified class in the non-STEM sample. High and low susceptibility to ST classes were found for Colombian women in STEM, while the non-STEM sample yielded disengaged and un-identified classes. In both countries, over 70% of the women in STEM were classified as highly susceptible to ST. Discussion: This is the first study investigating latent profiles of susceptibility to ST (SST) so additional replication with samples from different populations is strongly recommended. Extensive investigation into latent profiles of ST susceptibility could provide the insight required to develop differentiated ST reduction strategies for students in STEM and non-STEM fields of study.

In March of 2011 Unite States president Barack Obama announced the "100,000 strong in the Americas" program during his visit to Chile (U.S. State Department, 2011). The initiative's goal is to reach 100,000 U.S. students studying in Latin America and 100,000 Latin American students studying in the United States. This interchange of students, knowledge, and ideas is viewed as a positive way to increase understanding between the two regions by means of building interpersonal ties between students who are billed as future leaders. Scholars in the intercultural relations and study abroad literature describe educational exchange between countries as an activity that instills tolerance in those who participate while converting them into potential bridges between cultures (Cushner & Karim, 2004). Furthermore, a plethora of studies illustrate the positive personal transformations that students undergo while learning in different countries and cultures (Hadis, 2005). Thus, Obama's proposal for improving the often strained geo-political relationships between the regions through interpersonal contact is encouraging to say the least. However, as with any picture perfect plan there are potential flaws and caveats that policy makers must consider before declaring victory. The goal of this research is to examine the foremost problem underlying this student exchange plan and undermining its potential to build intercultural understanding.

Jamaican immigrant students are highly represented in U.S. public schools, primarily in regions concentrated throughout the east coast. Many of these students and their families have personal and social concerns that have implications for school counselors. In particular, scholars suggest that among this population, harsh methods of child discipline (e.g., corporal punishment) are prevalent and have ramifications for academic achievement, child abuse reporting, and socialization within the school. Few studies, however, document the disciplinary techniques of Jamaican immigrants in the United States. This exploratory study was developed to fill this gap in the literature. Results challenge prevailing assumptions about the universality of corporal punishment among Jamaican immigrants. Participants in the current study reported using a variety of disciplinary techniques and corporal punishment was not among the most used. Implications for school counselors and future research are discussed.

Ecuador's research output relative to other Latin American countries has been low historically; however, over the last 10 years, the government has put various policies in place to help remedy this situation. This is an analysis of Ecuadorian research productivity from 2006 to 2015. The scientific productivity of Ecuador has increased 5.16 times over the past years, exceeding Latin American growth. Over 80% of Ecuadorian publications include international collaboration mainly with the United States and some European and Latin American countries.

This study aims to examine how historical and contemporary traumas, refugee experiences, and cultural adjustment affect first-generation Salvadoran students' identities and experiences in higher education. Thirteen Salvadoran college students completed a demographic survey and a semistructured interview. Using grounded theory methodology, three selective, 11 axials, and 36 open themes were identified. Respondents reflected on the impact of trauma. They also discussed challenges of being first generation and navigating through higher education, though reportedly conceptualizing these as symbols of hope and opportunity for their own growth. Findings demonstrate ways institutions of higher education can better support Salvadoran students.

A study into reading behavior and reading compliance among 2,600 students in five universities in Ecuador found that their reading behavior and reading compliance were better than among students in the United States, despite the challenges that exist in Ecuadorian higher education. Suggestions for future research, in particular with regard to improving students' time management skills as a way to enhance their reading compliance, are included.

The majority of the current research regarding home literacies practices are explored through North American family structures. For this reason, there is a lack of knowledge about what Dominican families, a subgroup within the Latino culture, do at home to assist their children in their literacy acquisition in the Dominican Republic. This qualitative research study provides insight as to what literacy practices take place within the Dominican household by conducting semi-structured interviews with 10 Dominican parents. Findings from this research indicate literacy practices include parents participating in the following: (1) helping their children with homework; (2) reading with their children at home; (3) helping their children practice proper diction with everyday conversation; (4) using singing and music to build language development; and (5) providing access to different modes of technology to support literacy learning. Instructional implications are discussed based on these findings.

Developmental studies have consistently argued for consideration of contextual influences on children's socioemotional well-being. This is particularly true among children of immigrants, who have highly diverse social, cultural, and economic backgrounds. Using the Early Childhood Longitudinal Study-Kindergarten, this study disentangled the variation of socioemotional well-being among children of immigrants in the United States by looking at country of origin and their multifaceted economic experiences. The study first examined the economic lives of children of immigrants by conducting a latent class analysis with 3 dimensions--depth, duration, and income volatility from kindergarten to fifth grade. It further investigated how multifaceted economic experiences shaped the socioemotional perceptions of children of immigrants by considering country of origin. Findings from this study support both the immigrant risk and immigrant paradox perspectives, depending on country of origin, patterns of economic experiences, and the examined socioemotional domain. Children of immigrants generally perceived themselves to have a worse locus of control, self-concept, and internalizing symptoms at eighth grade than their peers of native-born parents. After considering the economic circumstances of these families, the picture was no longer straightforward. Children of South East Asian and East Asian origins reported worse socioemotional well-being than their White peers of native-born parents in chronic near-poor circumstances. Otherwise, most children of immigrants fared as well as their White children of native-born parents under similar economic conditions. Findings underscore the importance of country of origin and economic experiences in accounting for the variations of socioemotional well-being among children of immigrants.

This study presents several Latin American research initiatives in the field of learning analytics (LA). The study's purpose is to enhance awareness and understanding of LA among researchers, practitioners and decision makers, and to highlight the importance of supporting research on LA. We analyzed case studies of LA research conducted at four levels of the educational system (the national, institutional, classroom and student levels), which were implemented in four countries (Brazil, Ecuador, Mexico and Uruguay). Diversified cases were selected to demonstrate the use of LA in primary, secondary and higher education, and to allow the inclusion of different types of datasets. These cases also showed the development of legal frameworks for handling ethical issues, and they met the requirements for data privacy protection in Latin America. The study concludes with a discussion of the findings and their implications for further research and practice in the field of LA for teaching and learning.

This article draws on its authors' experiences of engaging with the narratives of communities in Latin America implicated in the promotion of inclusion and equity in education. It illustrates how the voices of students, teachers, and families can throw light on the challenges involved. In particular, the article shows how their conditions, difficulties, achievements, fears, and hopes can provide a better understanding of their complex realities and help to shape theories of change. Incorporating the views of different stakeholders, the article focuses on the process of enabling people to become critically conscious about their realities, at the same time developing theoretical tools to become more inclusive in their thinking. It argues that inclusive education is a radical political project that needs to be closer to the feelings and knowledge of oppressed people. This means that we must construct new narratives that encourage people to make their own challenges; this, in turn, can contribute to change at the system level. The article proposes a framework that can be used to review the situation in other countries and offers recommendations as to how to introduce it.

This article analyzes contemporary theories of decoloniality at work in Latinx Writing Studies scholarship. We argue that the intellectual articulation of Latinx writing as a signifier of resistance to Western epistemologies of writing on the grounds of its mixed identity not only reproduces the very problems associated with purity that have been associated with the "West" but also, and more importantly, reproduces the very conditions of epistemological expropriation that decoloniality aims to unwork. Instead of thinking Latinx writing as a topos of resistance to Western epistemologies of writing we propose to think Latinx writing as the site of a crisis internal to the possibility of knowing in general, as the absolute limit to all epistemologies of writing.

The usage of term "Latinx" has gained popularity in higher education settings. This study documents how 34 Latinx/a/o students relate to, identify with, and understand the term "Latinx." Participants perceive higher education as a privileged space where they use the term "Latinx." Once they return to their communities, they do not use the term. Due to the variations in understandings of the term, the author contends that one should consider using the term "Latin*".

A growing body of literature from different disciplines addresses concepts and measurement of citizenship. The present article seeks to contribute to this field by examining the issue of youth citizenship from a comparative international perspective and proposing a simplified conceptual model that can be operationalized. This model includes a community dimension, which refers to individual's relationship with their community associations, and a civic dimension, concerning institutional processes such as voting and/or political activism. The model was tested using multigroup confirmatory factor analysis and measurement equivalence for eighth-grade students (n = 139.875) across 38 countries that participated in the International Civic and Citizenship Study (2009). Our results find support for the proposed conceptual model and its invariance across countries, and we discuss the implications for theory and further research.

LatinX student enrollments in community colleges in the United States are rapidly growing, yet LatinX student success rates have not matched this growth. There is a need for community college programs that serve LatinX student populations more effectively and incorporate multicultural educational practices. Using Anzaldúa's Mestiza consciousness theory, this study analyzed community learning "testimonios" written by Latin American movement leaders and identified common themes applicable to a process of critical consciousness development in critical educational programs. The themes common across the four "testimonios" were: (1) collective motivation for learning; (2) organizational dynamics, practices, and values; (3) critical social consciousness; and (4) transcendent communal awareness of identity.

Analyzing the number of publications and proportion of corresponding authors of Latin American scholars and scholars from the German Max Planck Society (MPS) and the Leibniz Association (LA; 1954-2018), this article asks if North-South partnerships continue to represent power imbalances. Our bibliometric analysis indicates that (a) in comparison with the LA, the MPS's scientists published more articles with Latin American countries, led by Brazil, Chile, Argentina, and Mexico; (b) researchers from the MPS and the LA frequently took the role of corresponding author; (c) researchers from Brazil, Chile, Argentina, and Mexico primarily controlled their region's productivity, but (d) Brazil built its own multinational research networks; and (e) countries with less productivity, such as Colombia and Uruguay, are on peripheries of research networks. Our findings indicate that the decolonial perspective needs further development to identify multipolar relationships of dominance and collaboration have developed out of a dichotomy world of North-South relations.

Purpose: The purpose of this paper is to investigate the literacy practices of the families and communities of first-generation college students in Latin America, and how community and family literacies can inform the understanding of first-generation college students' identity and cultural values. Design/methodology/approach: This transnational ethnography was conducted in local communities around three public universities in Mexico, Colombia and Costa Rica. Participants included nine fist-generation college students and more than 50 people in their families and communities (i.e. relatives, parents and friends). Data gathering occurred at the university outside the formal space of the classroom, at home, and in the community. Data were interpreted through the lens of the community cultural wealth framework. Findings: The author found that first-generation college students and their families and communities engaged in rich literacy practices that have been overlooked in policy, research, and media. It is argued that the concept literacy capital is necessary to acknowledge the critical literacy practices communities engage in. Literacy capital was manifested in these communities to preserve cultural traditions, to sponsor literacy practices and to question and resist unjust sociopolitical circumstances. Practical implications: The findings of this study should inform a culturally sustaining pedagogy of academic literacies in higher education. Beyond asset-based approaches to academic literacies in Latin America, critical perspectives to academic literacies teaching and learning are needed that acknowledge the Latin American complexities. Originality/value: These findings are significant because they unveiled how people in local communities were informed about the sociopolitical dynamics at the national and international scale that affected or even threatened their local culture, and how they used their literacy capital to react critically to those situations.

Peoples of Latin American origin are one of the fastest growing communities in Canada, yet little is known about their experiences in Canadian schools. This exploratory case study examines the articulations of agency by mothers of Colombian origin as they transition their children into Southwestern Ontario urban schools. Focus group and follow-up interviews were conducted with nine mothers who had recently arrived in Canada. Results revealed that support by school personnel enabled participants to assert their agency in their children's education. We conclude that consistent application of supports for immigrant parents by school personnel is needed across school systems.

World history curriculum continues to be plagued by Eurocentric narratives and perspectives eliminating local and community agency in Caribbean history. Textbooks and curriculum standards exclude much of Caribbean history and marginalize the influence and contributions of the African Diaspora. Oftentimes, Caribbean achievements are attributed to European influence and not the local community as seen with the Haitian Revolution and diffusion of the European Enlightenment. African culture and syncretic Haitian religion however, heavily contributed to the inspiration of revolution by African slaves in Haiti. This article explores ways educators can infuse the African Diaspora into Caribbean history through anthropology. Using an ethnographic lens to examine the Haitian Revolution, Haitian Voudou, and Toussaint L'Ouverture presents a new way educators can teach about this pivotal event and society in World History.

This study developed and validated a measure of Locus of Control in university students. Tertiary academic locus of control is the general expectancy that university students have regarding their ability to change their academic outcomes. Students who have an internal academic locus of control expect that their own efforts, skill, or luck will lead to academic success, while those with an external locus of control believe that academic outcomes are a result of luck, destiny, fate, or the behaviors of others. A series of steps were taken to develop the Tertiary Student Locus of Control (TSLOC) scale. These steps included defining the construct, developing a nomological network of the construct, and constructing an item pool of 66 items. Following the creation of the item pool, an item analysis was conducted on the 66-item measure to produce the 30-item TSLOC scale. The draft scale was administered to 100 participants (80 females and 20 males predominantly of Afro-Caribbean heritage from English-speaking Caribbean islands). The TSLOC scale had an internal consistency of 0.96 and had strong concurrent validity and moderate discriminant validity. A principal component analysis indicated that the TSLOC was a multidimensional scale composed of three underlying dimensions. The TSLOC scale was found to be valid and reliable for the current population of Caribbean tertiary students. The limitations and implications are discussed.

There is growing interest in including service-learning courses in higher education, and abundant literature exists on this subject. Less researched is binomial service learning, specifically related to civic learning and legal translation. Studies on the goals of combining foreign language instruction with civic participation in the Hispanic community through translation have revealed very positive outcomes. This paper presents two different community-related translation activities in a Spanish course for specific purposes (specifically, Legal Spanish), and the corresponding students' reflections. One is related to El Salvador and to asylum and refugee claims in the US, while the other is linked to a Health Center in Trenton, NJ. The conclusion summarizes the results and evaluates their significance in the context of community-learning service and their success in bringing students closer to a reality that is far beyond their context, while critically thinking about justice-related issues.

Action research is an important methodology that promotes participatory processes in the community, enhancing community networks and empowering people to define their own health and generate actions. Here, we performed a systematic review using the Scopus, Web of Science (WoS) and SciELO databases to identify the studies carried out on health in Latin America under the category 'Action Research'. The search terms used were 'Action Research', 'Health' and 'Latin America'. We identified the following three areas of particular relevance: (a) action research is a necessary strategy to make health actions more efficient by adapting institutional actions to specific realities; (b) action research can increase the visibility of excluded groups and demonstrates the importance of being heard; and (c) action research can promote community empowerment by considering community members as knowledge agents who can transform their own reality. We report that action research processes which highlight the emancipatory and democratizing potential of community participation are subject to controversy regarding the production of and access to knowledge and the issues related to health. However, action research is not usually used in the development and implementation of institutional health interventions.

Although organized activities promote positive youth development, Latina/os are least likely to participate among ethnic minority youth. This study tested whether an indicator of social stratification, namely mothers' documentation status (i.e., nativity, citizenship, and legal status), explained low activity participation rates among Mexican and other Latino youth. As a secondary goal, this study tests competing hypotheses about whether the relation between documentation status and participation varied by youth age. Using Los Angeles Family and Neighborhood Survey data, regression results indicated that Latino youth with unauthorized immigrant mothers were significantly less likely to participate in organized activities than those with native-born mothers, controlling for other variables. Post-estimation analyses indicated that participation gaps associated with mothers' documentation status were larger for older than younger Latino youth. These findings suggest that documentation may function on a developmental continuum and that there was a developmental amplification of the effects of parents' documentation status on youth activity participation.AQ3

The Italian linguistic space has radically changed through the onset of the new millennium due to the presence of innovative multiple linguistic practices that have taken place as a consequence of deterritorialization processes. Furthermore, Latino diaspora in recent years have fostered the appearance of new forms of Global Spanishes (García and Otheguy 2014. "Spanish and Hispanic Bilingualism." In "The Routledge Handbook of Hispanic Applied Linguistics," edited by Manuel Lacorte, 639-658. London: Routledge) in many contexts of Northern Italy where Hispanic communities are numerous. In spite of the global sociolinguistic changes, the forms of minority bilingual practices are submitted to ideological stigmatisation by many public institutions. This is the case of educational settings, where the presence of not-vernacular repertoires can be considered an obstacle for transnational students although the expansion of all the codes that make up the bilingual repertoire is a key element towards students' proper sociocognitive development. With this background in mind, I will offer the results of the action research "Mi(s) lengua(s)," an educational project inspired by a glottopolitical perspective, aimed at the inclusion of home language and culture in the educational paths of a group of middle school Hispanic students in Milan.

This contribution examines the linguistic perceptions and ideologies of an individual of Latin American origin, Jorge, based in the German-speaking region of Switzerland, through narratives to analyse how pre-existing normative linguistic discourses influence (linguistic) identities. Connecting the micro-level of Jorge's narrative to the macro glottopolitical level is a way of showing how languages are charged with different values and are arranged hierarchically, proving that they respond to an ideological framework in which purist ideologies of national and colonial discourses are interwoven with other discourses that reveal the influence of late capitalism. Thanks to these linguistic values, Jorge is able to position himself closer to certain ethnic groups than to others. Thus, through the languages in question -- German, Swiss German, English and French -- Jorge reveals an identity that draws him towards the German collective, distancing him not only from the Swiss German collective but also from his own Latin American collective. This also demonstrates that the Latin American ethnic category cannot be analysed as a homogeneous group, and that in order to understand the identity dynamics of this group in Switzerland we must necessarily address their own life histories.

Children of Migrant and Seasonal Farmworkers (MSFWs) in the United States face educational challenges from language barriers and disjointed schooling due to migration and other factors. This quasi-experimental pretest/posttest study investigated whether summer Migrant Education Programs (MEP) could help prevent summer learning loss in English proficiency. Kindergarten through fourth-grade Latinx migrant students who attended MEP summer programs in Northwest Ohio were assessed with the IDEA Proficiency Test (n = 246) and the i-Ready Diagnostic (n = 92). Paired samples t-tests analyzed pre/post differences, and ANOVA and ANCOVA analyzed differences in gains between school locations and grade levels. On average, migrant students attending the MEP experienced significant gains in their English speaking and language art scores over the summer. These gains did not differ significantly by grade; however, they did differ by school. Results suggest that these programs may prevent learning loss, even resulting in summer learning gains for some children of MSFWs.

While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist episteme predicated on anthropological consumption of the "Other" without, and largely opposed to, meaningful examinations of the self. The present study is a critical exploration of a study abroad program created by Black women for students of African descent. Through two conceptual frameworks--Black Atlantic Consciousness and Womanism--I note the ways in which the study abroad program departed sharply from traditional programming found at historically white institutions. Utilizing narrative thematic case study analysis, findings reveal both the program designers' goals and intentions for this study abroad program, as well as the ways those goals translated into pedagogical and curricular praxis. Three subthemes comprise the larger theme related to goals and intentions: self-awareness and communal awareness, African diasporic gendered identity, and deconstruction with student support. Four subthemes organize the theme curricular and pedagogical praxis: spiritually detoxing experiences, Afrocentric role-playing and storytelling/making, integration of counseling and emotional support resources, and institutional subversion. The article concludes with reflections on and implications for culturally relevant study abroad programming.

Both in academia and in everyday discourse, the belief in the (re)production of national ideology and related civil culture(s) within state schools has remained strong. This idea(l) has also become salient among a growing number of educational specialists, anti-colonial activists and policymakers on Sint Maarten, the Dutch or southern side of the bi-national, Caribbean island St. Martin. Drawing on fourteen months of fieldwork I show how the different elites' imaginations of the nation were remade and unmade by the teacher and pupils in a sixth-grade classroom in a public school. Lingering colonial relations, ongoing migration and popular culture challenged a well-bounded, shared imagination of the educated Sint Maartener.

Background: Emotion dysregulation and the internalization of sociocultural body image norms have been individually associated with eating pathology, but most studies utilized samples that were female, not ethnically diverse, or experiencing only diagnosable levels of eating pathology. Purpose: This study sought to better explain the relationship between emotion dysregulation and disordered eating in an ethnically diverse sample of men and women. Internalization of sociocultural body image norms was examined as a potential moderating variable. Methods: Participants were 178 undergraduate students (121 women, 30% immigrants, over 40% identified as African/African-Caribbean ethnic backgrounds). Participants completed self-report measures including: DERS; EDI-2, SATAQ-3, and MBAS. Results: There were no significant differences between sexes on emotion dysregulation, internalization, or disordered eating. Internalization was found to moderate the relationship between emotion dysregulation and eating pathology. Discussion: High emotion dysregulation only predicted disordered eating when internalization was also high, while low internalization appears to buffer the impact of emotion dysregulation on disordered eating. These findings suggest that low internalization could protect against the development of disordered eating. Translation to Health Education Practice: Findings provide guidance for developing effective prevention and intervention strategies for disordered eating in at-risk populations.

Increasingly, teacher educators are required to prepare teachers for students in mainstream classrooms who are more culturally and linguistically diverse than ever before. Yet, calls for teacher educators to model enactments of curriculum and instruction concerning diversity expected of prospective teachers in U.S. K-12 classrooms have resulted in few efforts that attempt to understand and to document the personal predispositions, attitudes, beliefs, and experiences of culturally and linguistically diverse teacher educators. This study examines the learning of five vernacular-speaking Afro-Caribbean "teachers turned educators" (TTEs) about their multilingual and multicultural awareness after they migrated across cultures from their home countries to the United States. Findings indicated that the TTEs demonstrated learning about their awareness by modifying their intonation, message content, facial expressions, deciding to speak or to be silent, and identifying previously overlooked concerns about language in their home countries. Reflexivity was critical to learning about their multilingual awareness and specific sources for navigating cultural incongruence were useful for learning about their multicultural awareness. The TTEs developed "transnational linguistic fluidity" in their demonstration of awareness through learning, raising questions about the inadvertent assumption that immigrant, multilingual, and Black educators naturally reflect an awareness of language and culture.

The present study analyzes the psychometric properties of a Spanish-adapted version of the Working Memory Rating Scale (WMRS). This instrument allows teachers to perform a screening of children with possible working memory (WM) difficulties, putting them at risk of academic underachievement. A sample of children age 8.5 to 12.33 years old was evaluated with the WMRS, objective WM measures, and academic skills measures. Results indicated that WMRS scores were negatively correlated with objective WM and academic measures. Confirmatory factor analysis showed that a one-factor model had an adequate fit, and that the complete version of the scale was comparatively better than a short 5-item version. The WMRS was effective in differentiating children with low and average WM. These results indicate that the Spanish version of the WMRS presented adequate psychometric properties, and may be useful for teachers in Latin America for screening children with WM difficulties.

Using a case study, this paper explores the pedagogy and logistical best practices of leading short-term study trips to the indigenous highlands of Guatemala. The goals of community-engagement are to have students: 1) interact with people of different cultural, linguistic, political, and economic world views, expanding their range of diversity-training; and 2) think critically about poverty and human agency in a global context. Logistical considerations are a key component of the learning experience when markets suffer from asymmetric information and moral hazard. This paper contributes to the literature by highlighting the ways that planning, programming, and logistics need to be woven into sustainable approaches to community engagement. For this to be an ethical endeavor, local peoples should be involved with the development and execution of the program. A barrier to learning can be a perception by students that, given their comparative economic privilege, they are there to "help" poor families. Students learn from host families about a different and holistic worldview, and gain insights into business development and its barriers. After the trip, students have a new way of thinking about diversity, agency, and workable approaches to ethical and sustainable self-help business developments.

Experiential learning (EL) projects require planning, patience, and commitment on the part of the organizing and facilitating instructors. Language, culture, time zone, and institutional diversity exacerbates the inherent difficulties in conducting virtual, international EL projects. This manuscript discusses an ongoing multi-country project between a prestigious private university in the United States and several Latin American university contributors to execute a joint student experiential learning consulting project. The authors develop an intuitive instructor-focused jobs demands-resources model of involvement in international, virtual, experiential learning projects and triangulate the propositions with extant literature, interview responses in the ongoing case project, and survey data from participants in a similar project.

Introduction: The aim of this study was to analyse the relationship between learning patterns, associated factors, and academic performance in 115 Colombian first-year university students. We posed the need to discuss the Vermunt model in other contexts, with an aim to supply evidence toward a more robust, inclusive model in analyzing learning processes. Method: Data were collected using a Spanish version of the Inventory of Learning Style (Martínez-Fernández et al., 2009; Vermunt, 1998). Additionally, we collected data about the students' age, gender, dedication to study, perception of teaching, effort, and academic performance. The data were processed by means of descriptive analysis, correlation, MANOVA, and path analysis. Results: The results show a structure of four learning patterns consisting of different factor combinations according to Vermunt: 1) Meaning-directed with external regulation (MD/er); 2) Passive-Idealistic (PI); 3) Passive-Motivated (PM); and 4) Reproduction-directed with lack of regulation (RD/lr). The relationship between learning patterns and the different factors was not sustained. However, we found an interesting explanation of academic performance from the perspective of self- and external regulation. Discussion and Conclusion: Based on these results, we defend the need to make the cultural dimension of learning patterns a key topic in the research agenda on learning processes.

Contemplating my graduate student experience overseas, I constantly viewed myself as an isolate, one who did not belong in the new community of practice. I encountered numerous lingua-cultural, academic and social challenges which led to my lack of community and belonging. This paper is a reflection of my experiences as an international graduate student in a Canadian university. Through this reflection, I explore some of my most potent experiences and how these influenced me as I sojourned through the not-so-easy road of study overseas. This paper also describes the processes I used that enabled me to successfully maneuver and negotiate my journey on the not-so easy-road of studying in a post-secondary institution overseas.

While the first wave of Caribbean immigrant writers brilliantly explored race-related issues, black Britons like Andrea Levy, Zadie Smith and Caryl Phillips, among others, have sought to depart from earlier fiction, motivated in their project by the changing white face of Britain. In this article, I would like to argue that cultural change in Britain has deeply influenced literary production and has, consequently, laid the ground for a series of textual transformations. To capture instances of creative excess in contemporary black writing in Britain, I will bring under examination Caryl Phillips's (2009) novel "In the Falling Snow." My intention is to show to what extent Phillips's work surpasses the "noose of race" and already-familiar representations of multicultural Britain to celebrate a "post-racial" society.

This article outlines findings from a case study investigating attitudes toward English as the dominant language of scientific research writing. Survey and interview data were collected from 55 Latin American health and life scientists and 7 North American scientific journal editors connected to an intensive scholarly writing for publication course. Study findings point to competing perceptions (scientists vs. editors) of fairness in the adjudication of Latin American scientists' research at international scientific journals. Adopting a critical, plurilingual lens, I argue that these findings demand a space for more equity-driven pedagogies, policies, and reflective practices aimed at supporting the robust participation of plurilingual scientists who use English as an additional language (EAL). In particular, if equity is indeed a shared goal, there is a clear need for commitment to ongoing critical self-reflection on the part of scientific journal gatekeepers and research writing support specialists.

Creative classroom constructions imbued with arts integration, a transmediational multimodal pedagogy, are examined in exploratory action research in three bilingual elementary classroom learning experiences. In each of the lessons, there was a whole-group introduction and small-group hands-on arts-based activities inclusive of peer dialoguing, interactive teacher talk, and reflection. The action research focused on how transmediational practices amplify and expedite emergent bilingual students' language and content learning in math/dance, social studies/music, language arts/visual arts, and theater lessons. Transmediation is the act of translating meaning from one sign system to another to generate new understandings and making cognitive connections, in this case, between the arts and other ways of knowing. Creating meaning in a second sign system forces the student to reexamine the central concept of the original composition or subject area. The findings and implications from the action research discloses the need for extended time to fully engage in more than one sign system, to document generative processes to encourage risk-taking, and to continue pedagogies informed by collaborative groups to enhance student self-esteem and confidence. The research suggests that pre- and in-service teacher education can benefit from transmediational practices recognizing a resonance with bilingual students' metalinguistic awareness that provides two or more ways to understand the world.

This research aims to examine the success factors behind raising the achievement of Black Caribbean pupils with focus on leadership and work force diversity factors. Drawing on case studies and focus group methodological approaches of research the study findings identified a number of success factors including the strong leadership of the Headteacher, effective use of a diverse multi-ethnic workforce, valuing and celebrating cultural diversity, providing an inclusive curriculum that adds to gives pride in being Black Caribbean. What is particularly special about the case study schools is that the leadership of the schools are strong on equality and diversity issues and there are also plenty of opportunities for teachers and school staff to celebrate cultural diversity and reflect on the achievement of Black Caribbean pupils. Overall the study suggests that Black Caribbean pupils do well in multicultural schools with a strong school leadership on diversity and equality issues. Policy implications for developing leadership capacity and workforce diversity are discussed in the final section.

This paper characterizes household spending in education using microdata from income and expenditure surveys for twelve Latin American and Caribbean countries and the United States. Bahamas, Chile, and Mexico have the highest household spending in education and Bolivia, Brazil, and Paraguay have the lowest. Tertiary education is the most important form of spending, and most educational spending is performed for 18- to 23-year-old individuals. More educated and wealthier household heads spend more in the education of household members. Households with both parents present and those with a female main income provider spend more than their counterparts. Urban households also spend more than rural households. On average, education in Latin America and the Caribbean is a luxury good, whereas it may be a necessity in the United States. No gender bias is found in primary education, but at secondary school age and up households invest more in females than in males.

Following the arrival of a large number of immigrants in Catalonia (Spain), a series of language and educational policies focused on language uses, competences, and attitudes have been implemented with the aim to promote newcomers' social integration and to protect and maintain the regional language, Catalan. This study examines these key factors and how they relate to each other in the case of secondary education students of immigrant origin, also considering their L1 (Spanish or non-Spanish). Specifically, a comparison of the language attitudes, language uses, and competences in Catalan and Spanish of L1 Spanish and L1 non-Spanish participants revealed different patterns between the two groups, largely characterized by a preference for Spanish on the part of the former group. Furthermore, a moderated mediation model is proposed to explain how attitudes influence language competences through language use, as well as how these relationships vary depending on the L1.