Search

This systematic literature review examines the panorama of interculturality in rural contexts of bilingual education in Latin America. It aims to provide a comprehensive overview of the current state of knowledge in Latin America and identify key themes, challenges, and gaps in the field. The review highlights the importance of recognizing and valuing linguistic and cultural diversity, particularly in marginalized rural communities. It also discusses the lack of adequate resources and educational policies as significant challenges to promoting intercultural bilingual education in these contexts. The findings underscore the need for further research and the development of effective strategies to enhance intercultural understanding and bilingual education in Latin American rural areas.

This mixed methods study used structural equation modeling (SEM) to determine the fit of a model of thriving in 264 adult Hispanic undergraduates, then performed a content analysis of student comments. Thriving was defined as intellectual, interpersonal, and psychological engagement in the student experience. The student comments confirmed the SEM findings but also revealed areas around family and work support that remain unexplored in higher education assessment tools.

This critical ethnographic study explores a participatory action research group consisting of Latin American immigrant mothers seeking to involve their community in school decision-making. Drawing from "pedagogies of acompañamiento", I describe how the mothers responded to decision-making challenges and leveraged reflections on their struggles to co-create knowledge and belonging. I demonstrate how their collective learning highlights transformation outside of formal policy channels, pushing us to consider alternative ways of making social change.

This article focuses on the ways the authors incorporate a transformational resistance framework in their ninth-grade ethnic studies curriculum. While literature on transformational resistance often highlights external forms of resistance, there is a need to examine the internal transformation youth experience when engaging in resistance. The authors utilize different theoretical tools that emerge from Latina/o Critical Theory (LatCrit) and Chicana feminist theories to analyze student responses. They also use testimonio and Youth Participatory Action Research (YPAR) pedagogy and methodology to measure the impact their curriculum has on students' internal resistance. As part of the authors' curriculum, the academic year culminates with a testimonio (narrative) published book and a YPAR project. By looking at students' engagement with these two projects, the authors capture the journey towards critical awareness internally by identifying aspects of conocimiento that lead their students to transformational resistance.

This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature's strengths, challenges, and tensions. Some strengths include detailing Latinxs' experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit's scope by rationalizing the study's use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education.

This study aimed to understand vaccine hesitancy and confidence toward the COVID-19 vaccines among Latino adults in Arizona. Latinos (n = 71) aged 18 years or older who resided in Arizona participated in 14 focus groups between February and June 2021. Theoretical thematic analysis was used to examine drivers of these two behaviors, namely, vaccine hesitancy and confidence toward the COVID-19 vaccines, using the COM-B model, comprising capability, opportunity, and motivation factors that generate a behavior. Vaccine hesitancy stemmed from the need for vaccine information (capability factor) and fear of the vaccines, religious beliefs, and perceived barriers stemming from government mistrust (motivation factors). Vaccine confidence arose from trust in science and doctors (capability factor), and a fear of getting sick, protection against COVID-19, getting vaccinated as a civic duty, and a desire to return to normal life (motivation factors). The influence of opportunity factors, such as having access to vaccinations, were not discussed as contributing to vaccine confidence or hesitancy. As predicted by the COM-B model, factors reflecting capabilities and motivations contributed to vaccine hesitancy and confidence, all of which need to be considered in public health messaging. These factors can be targeted to facilitate efforts to promote vaccine uptake and reduce the spread of COVID-19.

Among the many social determinants linked to adolescent alcohol use and depression, racial and ethnic discrimination is a prevalent determinant among Latinx adolescents and adults that is largely overlooked in preventive interventions. This study explored the influence of perceived racial and ethnic discrimination on depressive symptoms and alcohol use intentions among Latinx adolescents. Additionally, the study explored the cross-generational effects of how mothers' perceived discrimination impacts the depressive symptoms and alcohol use of the adolescent. The study used a sample of 800 inner-city Dominican and Puerto Rican adolescent-mother dyads (adolescent mean age = 12.42 years, SD = 0.81; mother mean age = 40.55 years, SD = 8.70). Employing a five-wave panel design that followed adolescents from 8th grade to 10th grade, the study found statistically significant mediation pathways which showed that adolescents' self-reported racial and ethnic discrimination experiences were associated with increases in their immediate and long-term depressive symptoms, which in turn were associated with stronger intentions to use alcohol in the future. Further, perceived racial and ethnic discrimination experienced by Latinx mothers was associated with increases in adolescents' intentions to drink alcohol in the future, mediated by the mothers' depressive symptoms and subsequently the adolescents' depressive symptoms. As discussed, these findings have wide-ranging implications for alcohol use prevention programs targeting inner-city Latinx adolescents.

Naturalistic, Developmental, and Behavioral Interventions (NDBIs) are an empirically supported intervention approach for young autistic children and their families. Spanish-speaking (SS) Latinx families have been underrepresented in autism intervention research, limiting our understanding of whether NDBIs are aligned with Latinx family values and belief systems. This study piloted a parent-mediated NDBI, Project ImPACT, within outpatient services for SS Latinx families. We aimed to examine the preliminary impact of Project ImPACT on family and child outcomes while using the Ecological Validity Model to evaluate program adaptations made by bilingual clinicians. Results from 15 families indicated good treatment completion and high satisfaction, alongside significant increases in child social communication skills and parent self-efficacy in supporting their child's development. Mixed-methods data examining program adaptations indicated the need to provide additional information related to autism, bilingual language development, and service navigation, as well as adaptations to language and metaphors used in the program.

This article applies cultural translation (Kramsch and Hua 2020) and geohistorical frameworks (Braudel 1949; Scott 2018) to analyze the interplay between linguistic, cultural, physical, and ideological proximities and distances in immigrant advocacy and outreach efforts. Data are taken from 'small stories' (Georgakopoulou 2010, 2015) shared by directors of immigrant-serving organizations in a small metropolitan area in the USA during the first year of the COVID-19 pandemic. These stories demonstrate directors' situated perspectives on new and changing demands for communicating information in the face of persistent challenges associated with the digital divide, reaching clients with limited literacy and who speak indigenous languages of Central America and Africa, and cultivating trust among staff and between staff and clients around COVID-19 mitigation and relief. Findings trace how local, state, and national policies were taken up by individual participants and the communities they serve and bring to light the value of applied linguistics research in amplifying the complexities of language access in times of crisis as well as community resilience that are often hiding in plain sight.

This article focuses on elements of successful sociocultural inclusion and linguistic participation in a bilingual dual-language preschool for Latinx children. It presents a subset of findings from a three-year qualitative research project in which Latinx critical race theory and a translanguaging framework were used to illuminate critical intersections between children's funds of knowledge, their translanguaging talents, and their interests in play and social interaction. Learning Stories served as both the focus for documentation and the unit of analysis for understanding children's translanguaging experiences, as well as for promoting new forms of authentic assessment for family engagement.

This article presents a new perspective on how to think about interculturality and education from the perspective of a native society in the Paraguayan Chaco. It highlights how formal schooling reaffirms the model of unidirectional relations advocated by national society. Within this model, indigenous peoples and persons are not allowed to participate in this national society on their own conceptual terms, and inclusion turns out to be mere shorthand for assimilation. This text, on the other hand, proposes modes of education and forms of relating that pay attention to the native dimension. These would contribute to the creation of spaces which indigenous societies as such can hold within national society and support indigenous people's own processes of protagonism and initiative. In parallel, it proposes conceiving of education as "from" rather than "for" autochthonous societies; and conceiving of the learning process from the point of view of "learning" rather than from the point of view of "education." This conceptual change, which includes a critique of the widespread concept of "interculturality," entails that we must not design modes of education, but rather create preconditions for learning from within the native society, which also requires ways of relating from within. In this way, colonialist pressures in education can be overcome and new possibilities for native protagonism can be developed. [This report was translated by Jens Van Gysel.]

In this article, we report the results of a study through which we collected English language teachers' needs and wants to design an online language assessment course. Through a mixed-methods approach, we asked 20 teachers from four Latin American countries what they wanted to learn in the course. The teachers wanted a course in which they could address the challenges they faced in assessment; discuss and develop new ways to assess; and learn about authentic, valid, and ethical assessment. Therefore, the findings suggest that the teachers wanted a course that mixed theory, practice, and principles of assessment. Additionally, the course should address emerging topics in English language assessment, namely bilingual assessment and the assessment of learners with special educational needs.

The purpose of this article is to examine the critical components to successfully serving on a school board or leadership roles, as a member of the Latino(a) community. According to a 2010 national school board survey, only 3% of the 900 board respondents identified as Latino(a) compared with almost 80% who identified as White. The first author employs her personal narrative as a method for describing the process of becoming an effective school board member in two different settings, while the second author discusses the contributions of relevant literature, drawing from her experience as a district leader and professor in higher education. Once selected as a board member and district leader, respectively, the authors share the challenges, achievements, and lessons learned from their experiences that can inform others. As demographics in the United States school districts shift, the call for district leaders and school board members to reflect the communities of which they serve, is vital.

The purpose of this study was to better understand threats to the wellbeing of multiply marginalised and underrepresented (MMU) teachers by unpacking the ways their multiple social identities intersect with each other and with their teacher identities. This study foregrounded the eudaimonic aspect of wellbeing, examining the extent to which the participants' needs for relatedness, autonomy, and competence are met within school systems that tend to privilege dominant societal beliefs and structures. We employed a case study to delve into the lives of two MMU teachers, Eva and George, through narrative interviews. Within their school and social contexts, they struggled to fully embrace and enact their identities. They consistently negotiated their multiple intersecting identities, which sometimes required them to conceal certain identities. Concealing sexual identity resulted in protective support for Eva, but put George's wellbeing at risk. The different ways Eva's and George's relatedness, autonomy, and competence are met and interconnected illustrate the complex nature of teacher wellbeing. Expanding the definition of wellbeing to incorporate positive and negative dimensions and underlying psychological processes, as well as implications for school leadership and district policies are discussed.

The present study conducted a critical discourse analysis and a visual analysis on 12 beginner-level Spanish textbooks. The goal of the study was to examine the representation of Afro-Latinxs and the ideologies behind these representations. The frameworks that guided the study were Fairclough's framework for Critical Discourse Analysis (CDA) and Kress and Van Leeuwen's model for conducting a visual analysis. The results indicate that there is hardly any representation of Afro-Latinx in these textbooks. This finding is described as erasure. Interestingly, in the few instances in which Afro-Latinx are represented, we find instances of colorism, racial stereotypes, collectivization, and tourism discourse. In the light of these results, the study reechoes the importance of examining underlying ideologies in educational textbook materials.

In this article I examine the perceptions of third grade minoritized emergent bilinguals (Spanish/English) in a US classroom as they articulate how family members serve as a source of jocularity. By taking a sociocultural perspective on humor as a resource, I seek to render visible the relational and linguistic connections between these students and their families while discussing implications for informing culturally sustaining pedagogy. Six findings regarding different genres of humor that students expressed through a class project called ¡Pura Risa! [Pure Laughter!] demonstrate ways they connect with family. These findings are subsequently generalized into two broad categories to discuss portability into bilingual classroom pedagogy: dispositions and iterations. Dispositions refer to the willingness to engage with students brandishing una actitud juegetona [a playful stance] coupled with confianza [relational trust] through communicative competence. Iterations of familial and cultural sustainment are rooted in affiliative exchanges between family members and these students. The unique contribution of this piece is that humor is conceptualized through a lens of linguistic and cultural sustainment, which purports to generate conversations along a continuum of academic theorizing to university bilingual preparation programs to planning lessons and cultivating community in bilingual education classrooms.

Background: Nutritional interventions can help to develop healthy eating patterns during the transition to university, which is a critical transition for all college students. Purpose: This research aims to analyze eating behaviors and food choices through sustainable nutritional education interventions with college students from a multinational university in Latin-America. Methods: The nutritional intervention had eight sessions emphasizing lifestyle nutrition patterns. There was an intervention group (n = 85), and a control group (n = 80). This research evaluated the eating behaviors and food choice motivators before and after the intervention. Results: The nutrition education interventions showed that the group under intervention improved, changing from unhealthy to moderately healthy habits, whereas the control groups remained in unhealthy eating behaviors. Food choice motivations slightly differ from the two groups after the intervention. Discussion: The control group students reflected on their lack of awareness of good eating habits so that current trends could influence their food choices in social networks associated with the pandemic, economic factors, and supply. Translation to Health Education Practice: The findings from this research highlight opportunities for Certified Health Education Specialists focused on project development and evaluation.

This article is based on a team ethnographic study in the province of Yauyos in the Peruvian Andes. It focuses on rural education and the inequalities surrounding it. Teachers and parents exchange mutual recriminations as they seek to explain why some children have greater difficulties than others and why urban schools achieve superior results as shown in tests and verified in popular imaginaries. We examine two arenas where cultural misreadings, compensatory mechanisms and children's agency come into play. One concerns verbal expression and classroom participation. The other concerns extracurricular mutual support networks and complements, from homework help to exposure to urban settings. Parents, teachers, and children all shared aspirations for children's academic success. How that can be achieved, against high odds, is a source of tensions that the research documented and is the subject of ongoing debate in the Peruvian education sector.

Latinxs are the second largest racial-ethnic group in the United States, yet they make up only 7% of all doctoral degree recipients. Latinx undergraduates are predominantly first-generation college students, who often have limited professional networks to guide their pathways into graduate school. Drawing on interviews with 25 first-generation Latinx college students, this study examines the ways they narrate professors' influence in their pathways towards enrolling in doctoral programs. We find that first-generation Latinx students' pathways into doctoral programs are heavily shaped by professors in the following ways: 1) institutional support; 2) disrupting or perpetuating the doctoral student archetype and; 3) social location congruence. Our analysis underscores that professors' of any social location can provide networks and instrumental support, but Latinx doctoral students' narrate their social capital, is tied to, and strengthened by, their Latinx co-ethnic professors' possession of instrumental support, social networks, and relevant experiential knowledge and a critical consciousness.

This article argues for the need to center Latine students' experiences and language practices in Spanish programs at Hispanic Serving Institutions. We describe the work and possibilities of designing programs informed by Latine Studies perspectives as well by culturally and linguistically sustaining approaches to teaching Heritage Language Learners. Doing so, we contend, demands that we prioritize local knowledge and U.S. Spanishes and that we resist the whiteness and coloniality that predominates in many university language programs. We share our experiences designing such a program at an HSI with a student population that is 80% Latine, including our efforts to redesign curricula, placement, and programming. We hope that our work may serve as a model for others interested in centering the historical, linguistic, and cultural practices of Latine students and their communities.

In OECD country members, education policies tend to cut back funding and instructional time for music education at schools, even when supranational agencies advocate for universal access to music involvement and learning. The current study aims to explore music education inequities from the Chilean school system. The method is centered on multiple-case study design, focusing on three boundaries: the time, space, and place. The sample, which was chosen by criteria linked to maximum variation sampling, included participation from 30 music teachers. Results suggest that discrepancies in equitable opportunities are caused not only by the economic situation of schools, but are also provoked by Chile's centralized educational model. In conclusion, some educators live on a darker side than others, but all music teachers are able to see the sun daily because they overcome inequities. Some implications are proposed.

Honduras' progress on educational outcomes has lagged behind other Latin American countries in recent years, including educational access for marginalized populations, high school dropout, and performance gaps across the K-12 spectrum (Adelman & Székely, 2017). Studies have suggested that lack of government investment in education (Ministerios de Hacienda y Finanzas, 2019) and pervasive corruption (Beiser, 2015; Ernst, 2019; Fontana, 2008) may contribute to the mismanagement of educational funds and poor outcomes. The present study focuses on less commonly researched challenges which may affect school quality by exploring educator's compensation experiences in community versus government managed schools. Surveys were collected from 63 teachers from six Programa Hondureño de Educación Comunitaria (PROHECO) schools and four non- PROHECO government schools. Our findings show greater frequency and length of salary delays for PROHECO teachers and consider how the statistical differences may relate to clientelist practices and impact teacher morale. We conclude with a call for further research on school quality focused on the impact of educator work, hiring, and compensation practices on educator quality and students' educational outcomes.

This study focuses on parental use of parentese: the acoustically exaggerated, clear, and higher-pitched speech produced by adults across cultures when they address infants. While previous research shows that parentese enhances language learning and processing, it is still unclear what drives the variability in the amount of parental parentese use. We report on the development of a survey related to parental beliefs, knowledge, and self-awareness of parentese, and the cross-validation of this survey with daylong recordings in which parental parentese was measured through observation. Forty mother-father (18 monolingual English and 22 bilingual Spanish/English) U.S. families with infants between 3 and 24 months of age participated. Scores on the parentese questionnaire showed wide variability, suggesting that many parents were unsure about the effects of parentese on infant language development, and had limited self-awareness of their own parentese use. Almost half of the parents claimed that they talked to their child 'like an adult', and a similar number disagreed with the claim that parentese can support language learning. Our observational assessment of parentese demonstrated that all mothers and all fathers used parentese when talking to their infants; mothers in an average of 81% and fathers in an average of 69% of child-directed segments. Importantly, maternal parentese knowledge/beliefs scores, as well as their self-reported parentese use, were significantly positively correlated with observed parentese use; these relations were not significant for fathers. These results demonstrate that maternal and paternal links between beliefs, self-awareness, and behavior may be distinct, emphasizing the importance of studying all caregivers and using observational methodologies. More broadly, a thorough understanding of the factors that shape infants' language environments contributes to theories of language acquisition and can aid in intervention design.

Drawing from a qualitative approach and through individual "pláticas" (processes of co-constructing knowledge through dialogue) as a linguistic and cultural framework, this work explored informal contextual factors valued by Spanish-speaking Latina mothers of children, three to five years of age and enrolled in a nonprofit California preschool. Results revealed that Latina mothers have cultural forms of knowledge which impact their children's educational experiences and engage in direct and indirect numeracy environments. While personal math experiences and home practices differed, Latina mothers experience and navigate their children's learning based on sociocultural aspects, influencing how they support their children's math learning. This study drew from sociocultural learning theories that value learning embedded within meaningful learning experiences. Patterns of family learning have several implications for educational practice, especially for Latine families whose parent participation is typically not as visible as White American English-speaking parents.

This longitudinal study - conducted in the Midwestern United States - examines the child-level factors that promote Spanish-English bilingual toddlers' (n = 47; M[subscript age] = 18.80 months; SD[subscript age] = 0.57) productive vocabulary skills from 18 to 30 months of age. At 6-month intervals, caregivers reported on toddlers' Spanish and English words produced as well as their language exposure at home. Video recordings at child age 18 months yielded estimates of toddlers' speech output (word tokens per minute). In addition, at child age 18 months, caregivers reported on toddlers' linguistic skills (comprehension), demographic background (gender, household income), and nonverbal behaviors (gesture production). Results showed that toddlers were exposed to both English and Spanish and received more Spanish than English from primary caregivers; there were no significant primary caregiver input differences across time. Growth modeling revealed linear growth rates for Spanish and conceptual (Spanish, English combined) vocabulary and a curvilinear trajectory for English vocabulary. Furthermore, toddlers' Spanish and conceptual vocabularies were positively associated with their higher frequencies of token use, greater production of gesture, and greater comprehension skills, even after controlling for input. Moreover, Spanish and conceptual growth rates were positively associated with higher token use. In terms of English, toddlers' vocabulary at child age 18 months was positively associated with their comprehension skills. Toddlers' use of more gestures and tokens as well as gender (boys) influenced their English acceleration rates over time. Findings indicate that unique trajectories exist for each of a bilingual's languages and these trajectories are differentially influenced by child-level factors, including their speech output, not only exposure to language.

This study described integrative community therapy (ICT) in the online modality as a health promotion resource in the context of COVID-19 in Latin America, characterizing the ICT circles, the ICT training centers, and the community therapists involved in this practice. It is a descriptive, observational, and cross-sectional study with a quantitative approach. Data were collected from November 2020 to July 2021 through an online questionnaire created on the Google Forms platform. The study's first stage involved the participation of ICT training centers, while the second involved community therapists. Forty-three centers participated in the first stage; 86.1% offered online ICT in the period evaluated, and 74.4% trained professionals to implement this modality. In the second stage, 66 community therapists responded to the questionnaire. Of these, 49 (74.2%) resided in Brazil, 84.8% were female, and 72.7% performed the work voluntarily, with an average of 6.1 hours per week dedicated to online circles. Community-based circles were the most cited, followed by those linked to the public sector, with an average of 20.7 participants/circle in the period. The most frequent themes were stress and negative emotions, problems with work/unemployment, and family conflicts. Strengthening self-care, participation in ICT circles, and personal empowerment stood out among the coping strategies. In conclusion, online ICT proved to be an innovative resource for health promotion during the pandemic through the articulation and engagement of community therapists and different institutions, expanding solidary social networks, and showing itself as a sustainable practice in the Latin American scenario.

Located in the province of Lleida (Catalonia, Spain), this study aims to identify and analyze the predictors of linguistic acculturation preferences of autochthonous high-school students toward their peers of Latin American descent. Autochthonous high-school students (N = 349) filled a questionnaire measuring linguistic acculturation and a series of linguistic and social-psychological variables (i.e. multicultural ideology, ethnic tolerance, attitudes toward minority languages, identification with Catalan culture and identification with Spanish culture). A k-means cluster analysis identified that autochthonous students endorse two linguistic acculturation preferences toward their Latin American peers: assimilation and multilingual preferences. Meanwhile, a logistic regression model found that participants with higher scores on attitudes toward minority languages have more likelihood to endorse a multilingual preference. The results highlight the importance and need to further work for a genuine intercultural educational model that allows the integration of Latin American students as well as of other minority groups. Particularly, this study found the importance of boosting the use of minority languages through educational approaches such as translanguaging and language architecture.

This study follows the literacy experiences of four Latina middle schoolers as they read Harper Lee's To Kill a Mockingbird and compose home language narratives in their heritage voices. Both their vibrant ethnic cultures and other intersecting rays of identities are analyzed in the vein of their literate identities. Through analysis of their writing and speech, the girls present hybridized identities on the border between cultures and languages. Their position and identities in the social world of middle school are discussed and how transactions with literacy can dialogically influence those identities to enact critically conscious pedagogy.

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor's degree attainment and time to bachelor's degree attainment among Hispanic students at a Hispanic Serving Institution (n = 358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor's degree attainment; FGCS status was negatively related. Among students who graduated (n = 208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor's degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students' academic self-efficacy and the success of Hispanic male students.

As the press for services at university counseling centers increases, so does the need to provide optimal therapeutic services. Ethnic glossing in previous research has combined rather disaggregated the mental health treatment experiences of American Latinx (AL) students and International Latinx (IL) students. The purpose of this paper was to examine potential differences in (1) the number of attended sessions, (2) symptom severity, and (3) treatment improvement rates. We used a nationwide dataset including 13,156 AL students and 911 IL students. Results indicated that (1) there was no significant difference in attendance rates, (2) AL students had significantly worse initial symptom severity (d = 0.24), and (3) there were no significant differences in improvement rates. We discuss the importance of understanding the different clinical presentations of AL and IL students, as well as the importance of addressing ethnic glossing in future research and clinical work.

Using an international research center initiative, the purpose of this article is to illustrate how activist research can be fertile ground for academic theorization and provide a framework for those interested in activist scholarship, especially for women faculty of Latin American origins in U.S. institutions. I elaborate on how activist scholarship can resist coloniality through an example of critical internationalization work in higher education using borderland feminism as a lens. In doing so, I show the interconnections between borderland feminism, coloniality, and liminal internationalization. Finally, based on this theoretical development, I applied Davis et al.'s interpretive criteria (2019) to my activist scholarship in liminal internationalization.

Using LatCrit and QuantCrit, we examined the effect of school climate, ethnic identity, and self-esteem on GPA in a sample of 300 Latinx high school students. We found significant positive correlations between climate and GPA as well as self-esteem and GPA. Moreover, using structural equation modeling, we found self-esteem mediated the relationship between climate and GPA. This highlights the role of institutions in improving the educational experiences and increasing the educational attainment of Latinx students.

To what extent are Hispanic and Latinx students with gifts and talents proportionally identified? To what extent are they missing from identification (ID) due to lack of access or underidentification? This study used the Office of Civil Rights data for the years 2000, 2011-2012, 2013-2014, and 2015-2016 to investigate national and state underrepresentation of Latinx youth with gifts and talents. Schools were examined separately by Title I and non-Title I status and by locale (city, suburb, town, rural) to determine whether poverty concentration and/or school locale matter in the ID of Latinx youth. Lack of access to ID was not a major contributing factor to the underrepresentation of these students. Rather, it was the chronic underidentification of Latinx students, regardless of school Title I status or school locale. In 2015-2016 there were 588,891 Latinx students identified with gifts and talents, with between 658,544 (52.79%) and 1,164,363 (66.41%) gifted Latinx youth missing from ID. Across the United States, students with gifts and talents who are Latinx are experiencing discriminatory gifted education policies and practices.

Undergraduate research experiences can have a positive impact on student retention and success in STEM, but are not widely available to community college students. Yet, the role of community colleges in producing STEM graduates, especially Latinx students, is overlooked and likely underestimated. A program designed to attract and retain Latinx STEM majors needs to do more than just provide opportunity and access. This study examines a successful community college undergraduate research experience designed with Latinx students in mind. We describe the program, provide evidence to document its efficacy, and identify essential components that draw, retain, and propel Latinx community college students in STEM.

This article documents the framework, central principles and curricular plan for a parent-led puberty education program facilitated with a small group of Latina adolescents. In a moment of increasing awareness of the centrality of race, puberty education has remained steeped in a colorblind framework; this parent-led program seeks to offer a counterpoint to that. The author hopes this framework helps inspire a conversation among educators, parents and youth workers about what it means to think about puberty education from the lens of race and in doing so, how we grapple meaningfully with what it means to formulate and articulate a feminist approach to puberty education for Latina girls.

The Bay Area Third World Strikes, 1968-1969: Coalitional Activism and Chicanx Campus Politics. This essay looks at the 1968-1969 Third World Strikes at San Francisco State and UC Berkeley through the lens of coalitional politics and activism. While the paper looks closely at Chicanx campus politics, the goal is to move away from a nationalist or Maoist reading of the two strikes. During these two events, Chicanx activism has to be read in conjunction with African American, Asian American, Native American, and white campus politics. This coalitional politics represented a temporary rupture of U.S. political behavior and manifested a utopic moment when an alternative political possibility was glimpsed. The essay ends exploring the limits of coalitional politics and activism, especially as nationalism and identity politics came to the fore.

In 2016, the Chilean Ministry of Education implemented the new School Admission System (SAS) designed with the goal of equalizing access to schools for the most disadvantaged families and reduce educational segregation. Yet it is not clear if the SAS is sensitive to socio-cultural minorities and their particular conditions. Hence, in this article we explore the school choice experiences of parents from three socio-cultural minorities under the new SAS: Mapuche -- indigenous families, Latin American migrant parents, and parents with children with disabilities. Using an intersectional theoretical approach and a qualitative research design, we show that while in some cases the implementation of SAS impedes previous discriminatory processes, in others this new system alone has not yet overcome long-established and inherent educational inequalities in Chilean education. Besides, SAS has also resulted in new challenges in the school choice processes of these parents. Their experiences with the SAS express the intersection of different axis of inequality, according to the conditions and historicities of each group of families. Finally, we reflect on the challenges that the policy faces in regard to develop an educational policy that is fairer to all families, in the context of the unequal and marketized Chilean educational system.

This paper will describe the promise Hispanic-serving Community Colleges (HSCCs) have for creating a culture of servingness, including curricular and co-curricular supports, transfer infrastructure, engineering identity development, and other mechanisms that can positively impact Latinx engineering learners. We will outline current research and trends regarding Latinx engineering collegians at HSCCs. In addition, we will provide recommendations for how community college practitioners at HSCCs can promote a culture of servingness and encourage the development of Latinx engineering students.

Imagining Spanish America as Eden and sublime force, colonial environmental aesthetics inaugurated American "disponibilité," figuring environment in the colonial matrix of power as the non-place outside of European time and space. The image of the garden evoked by this aesthetics corresponded to the desired, secular transformation of environment, which delimited the location of a colonial vegetal-human relations of extraction. I contend that in the transition period from colony to republic, cultural, political, and scientific discourse used the image and language of the garden to reestablish claims over territory by shifting from the Edenic to georgic mode. I offer the Garden State as a (neo)imperial environmental aesthetic to lay bare the politics and poetics of place-making and its entanglements--through agriculture and horticulture--as part of a response to the rise of liberal agro-economic policy and the proliferation of the plantation model in the work of naturalists, politicians, Neo-classical, and Romantic writers. By placing ecocriticism, environmental history, and plant studies into conversation with garden theory through this framework, I argue we can better attend to the concentric material and literary gardens and garden-like formations tied to plantation logic and the ordered cultivation and civilization of space and human-vegetal relations in Latin America's nineteenth century.

This study examines how three recently arrived Indigenous male migrant youth from Guatemala and Mexico in an urban high school in the Pacific Northwest understood and employed Spanish and English to navigate racialized and languaged interactions. Utilizing a Critical Latinx Indigeneities framework, findings from this study show that Spanish is a racialized and languaged system of power that traveled with youth. In the U.S., Spanish interacts with English as a new system of power resulting in the diminishing of Indigenous languages. This study provides urban educators with understandings of the complex systems of race, language, and power Indigenous migrants navigate.

Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

Given recent study abroad trends, Latin America (LATAM) offers untapped potential to contribute to U.S. campus internationalization. To diversify student populations and increase enrollment from LATAM, stakeholders should consider the language, academic, and cultural experiences of LATAM students admitted to U.S. graduate schools. This study bridges the gap between higher education institutions and potential students. To do so, mixed methods were employed to analyze the following: (1) responses to a 67-question survey completed by LATAM graduate students (n = 126) studying abroad at a large public R1 university in the Midwest, (2) TOEFL scores, and (3) transcripts of 13 follow-up interviews about academic, cultural, and socioeconomic backgrounds. Results underscore the importance of effective English language instruction during college years to help students meet graduate school admission scores, especially in cases where K-12 English language training was inadequate. The study considers the extent to which participants became part of a community of practice, characterized by attributes such as language proficiency, high levels of achievement, and personal investment in education.