References
- Azmitia, M., Sumabat-Estrada, G., Cheong, Y., & Covarrubias, R. (2018). “Dropping out is not an option”: How educationally resilient first-generation students see their future. New Directions for Child and Adolescent Development, 160, 89–100. https://doi.org/10.1002/cad.20240
- Bailey, T., Jaggars, S. S., & Jenkins, D. (2015). What we know about guided pathways: Helping students to complete programs faster. Research overview. Community College Research Center, Teachers College, Columbia University. https://eric.ed.gov/?id=ED562052
- Bourdieu, P. (1973). Cultural reproduction and social reproduction. Tavistock.
- Bryk, A. S., & Treisman, U. (2010, April 18). Make math a gateway, not a gatekeeper. Chronicle of Higher Education. https://www.chronicle.com/article/Make-Math-a-Gateway-Not-a/65056
- Bryk, A. S., Gomez, L. M., & Grunow, A. (2011). Getting ideas into action: Building networked improvement communities in education. In M. T. Hallinan (Ed.), Frontiers in sociology of education (pp. 127–162). Springer.
- California GEAR UP. (2012). School self-assessment rubric (SSAR).
- Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469–491. https://doi.org/10.1111/j.1540-4560.2011.01710.x
- Chennels, R., & Schoeder, D. (2018). The san code of research ethics: Its origins and history. TRUST Equitable Research Partnerships. http://www.globalcodeofconduct.org/affiliated-codes/
- Cooper, C. R. (2011). Bridging multiple worlds: Cultures, identities, and pathways to college. Oxford University Press.
- Cooper, C. R., Dominguez, E., Cooper, R. G., Jr., Higgins, A., & Lipka, A. (2018). Capital, alienation, and challenge: How U.S. Mexican immigrant students build pathways to college and career identities. New Directions for Child and Adolescent Development, 2018(160), 75–88. https://doi.org/10.1002/cad.20239
- Cooper, C. R., Reguerín, P. G., Herzon, C., Sanchez Ordaz, A., Gonzalez, E., & Rocha-Ruiz, M. (in press). Unifying equity practice, research, and policies at a hispanic-serving research institution: Systemic servingness in students’ academic pathways and cross-institutional change. In G. Garcia (Ed.), Hispanic-Serving Institutions (HSIs) in practice: Defining “servingness” at HSIs. Information Age Publishers.
- Cooper, C. R., & Seginer, R. Eds. (2018). Navigating pathways in multicultural nations: Identities, future orientation, schooling, and careers [Special issue]. New Directions for Child and Adolescent Development, 2018(160), 7-13. https://doi.org/10.1002/cad.20212
- Covarrubias, R., Vazquez, A., Moreno, R., Estrada, J., Valle, I., & Zuniga, K. (2020). Engaging families to foster holistic success of low-income, Latinx first-generation students at a Hispanic-serving institution. In G. Garcia (Ed.), Hispanic-serving institutions (HSIs) in practice: Defining “servingness” at HSIs. (pp. 313-336). Information Age Publishers.
- Crul, M., Schneider, J., Keskiner, E., & Lelie, F. (2017). The multiplier effect: How the accumulation of cultural and social capital explains steep upward social mobility of children of low-educated immigrants. Ethnic and Racial Studies, 40(2), 321–338. https://doi.org/10.1080/01419870.2017.1245431
- Davies, S., & Rizk, J. (2018). The three generations of cultural capital research: A narrative review. Review of Educational Research, 88(3), 331–365. https://doi.org/10.3102/0034654317748423
- Dearing, J. W., & Cox, J. G. (2018). Diffusion of innovations theory, principles, and practice. Health Affairs, 37(2), 183–190. https://doi.org/10.1377/hlthaff.2017.1104
- Delgado Bernal, D., Burciaga, R., & Flores Carmona, J. (2012). Chicana/Latina testimonios: Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45(3), 363–372. https://doi.org/10.1080/10665684.2012.698149
- Denner, J., Cooper, C. R., Lopez, E. M., & Dunbar, N. (1999). Beyond giving science away: How university-community partnerships inform youth programs, research, and policy. Society for Research in Child Development Social Policy Report, 13(1), 1–18. https://doi.org/10.1002/j.2379-3988.1999.tb00010.x
- Dowd, A. C., & Bensimon, E. M. (2015). Engaging the “race question”: Accountability and equity in U.S. higher education. Teachers College Press.
- Durán, R. P., Carruba-Rogel, Z., & Solis, B. (in press). Latinx immigrant parents’ cultural communicative resources: Bridging the worlds of home, community, and school policy. Equity & Excellence in Education.
- Edelman, M. W. (2007). The cradle to prison pipeline: An American health crisis. Preventing Chronic Disease, 4(3), A43. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1955386/
- Finkelstein, N. D., Klarin, B., Olson, M., Austin, K., Dadgar, M., Mundry, S., & Bugler, D. (2013). Implementing the common core state standards: Articulating course sequences across K–12 and higher education systems. WestEd. https://www.fsba.org/wp-content/uploads/2014/06/1379447958C2C_Implementing_Common_Core_State_Standards.pdf
- Fordham, S., & Ogbu, J. U. (1986). Black students’ school success: Coping with the “burden of acting white”. The Urban Review, 18(3), 176–206. https://doi.org/10.1007/BF01112192
- Gagne, A., Al-Hashimi, N., Little, M., Lowen, M., & Sidhu, A. (2018). Educator perspectives on the social and academic integration of Syrian refugees in Canada. Journal of Family Diversity in Education, 3(1), 48–76. http://familydiversityeducation.org/index.php/fdec/article/view/124
- Garcia, G. A. (2018). Decolonizing Hispanic-serving institutions: A framework for organizing. Journal of Hispanic Higher Education, 17(2), 132–147. https://doi.org/10.1177/1538192717734289
- Halimah, E. (2011). Using logic models for strategic planning and program development; Using logic models for assessment and evaluation. University of California.
- Hurtado, S., Alvarez, C. L., Guillermo-Wann, C., Cuellar, M., & Arellano, L. (2012). A model for diverse learning environments. In J. C. Smart & M. B. Paulson (Eds.), Higher education: Handbook of theory and research (pp. 41–122). Springer.
- Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324–345. https://doi.org/10.2307/2673270
- Ishimaru, A. M., Torres, K. E., Salvador, J. E., Lott, J., Williams, D. M. C., & Tran, C. (2016). Reinforcing deficit, journeying toward equity: Cultural brokering in family engagement initiatives. American Educational Research Journal, 53(4), 850–882. https://doi.org/10.3102/0002831216657178
- Jain, D., Herrera, A., Bernal, S., & Solorzano, D. (2014). Critical race theory and the transfer function: Introducing a transfer receptive culture. Community College Journal of Research and Practice, 35(12), 252–266. https://doi.org/10.1080/10668926.2016.1213674
- Jarsky, K. M., McDonough, P. M., & Núñez, A. M. (2009). Establishing a college culture in secondary schools through P-20 collaboration: A case study. Journal of Hispanic Higher Education, 8(4), 357–373. https://doi.org/10.1177/1538192709347846
- Ka‘anehe, R. I. (in press). Ke a’o malamalama: Hawaiian pedagogies in a Western world. Equity & Excellence in Education.
- Kania, J., & Kramer, M. (2011). Collective impact. Stanford Social Innovation Review, 9(1), 36–41. https://ssir.org/articles/entry/collective_impact
- Kekahio, W., Lawton, B., Cicchinelli, L., & Brandon, P. R. (2014). Logic models: A tool for effective program planning, collaboration, and monitoring (REL 2014–025). U.S. Department of Education, Institute of Education Sciences. https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf
- Kellogg Foundation. (2004). W. K. Kellogg Foundation logic model development guide: Using logic models to bring together planning, evaluation, and action.
- Knowlton, L. W., & Phillips, C. C. (2009). The logic model handbook: Better strategies for great results. Sage.
- Koehler, C., & Schneider, J. (2019). Young refugees in education: The particular challenges of school systems in Europe. Comparative Migration Studies, 7(28), 1–20. https://doi.org/10.1186/s40878-019-0129-3
- Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
- Martinez, G, & Chavira, G. (2019). A college knowledge program for Latino immigrant families: Examining parental academic involvement and adolescents’ academic goals. SocialSciences. 8(10), 275-298. https://doi.org/10.3390/socsci8100275
- Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
- Moran, C., Cooper, C. R., López, A., & Goza, B. (2009). Developing effective P-20 partnerships to benefit Chicano/Latino students and families. Journal of Hispanic Higher Education, 8(4), 340–356. https://doi.org/10.1177/1538192709347845
- Núñez, A.-M. (2009). A critical paradox? Predictors of Latino students’ sense of belonging in college. Journal of Diversity in Higher Education, 2(1), 46–61. https://doi.org/10.1037/a0014099
- Oakes, J. (2003). Critical conditions for equity and diversity in college access: Informing policy and monitoring results. UC All Campus Consortium on Research for Diversity. https://ucaccord.gseis.ucla.edu/publications/pdf/criticalconditions.pdf/view
- Pankaj, V., & Emery, A. K. (2016). Data placemats: A facilitative technique designed to enhances stakeholder understanding of data. R. S. Fierro, A. Schwartz, & D. H. Smart (Eds.), Evaluation and facilitation. New directions for evaluation (Vol. 149, pp. 81–93), Sage. https://doi.org/10.1002/ev.20181
- Penuel, W. R., & Gallagher, D. J. (2017). Creating research-practice partnerships in education. Harvard Education Press.
- Rissanen, I. (2018). Negotiations on inclusive citizenship in a post-secular school: Perspectives of “cultural broker” Muslim parents and teachers in Finland and Sweden. Scandinavian Journal of Educational Research, 64(1), 1–16. https://doi.org/10.1080/00313831.2018.1514323
- Saetermoe, C. L., Chavira, G., Khachikian, C. S., Boyns, D., & Cabello, B. (2017). Critical Race Theory as a bridge in science training: The California State University, Northridge BUILD PODER program. BMC Proceedings, 11(12), 21. BioMed Central. https://doi.org/10.1080/1361332052000341006
- Santiago, D. A. (2011). Roadmap for ensuring America’s future by increasing Latino college completion. Excelencia in Education. https://eric.ed.gov/?id=ED517165
- Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
- Swartz, D. (1997). Culture and power: The sociology of Pierre Bourdieu. University of Chicago Press.
- Tajfel, H., & Turner, J. C. (2004). The social identity theory of intergroup behavior. In J. T. Jost & J. Sidanius (Eds.), Political psychology: Key readings in social psychology (pp. 276–293). Psychology Press.
- Toven-Lindsey, B., Levis-Fitzgerald, M., Barber, P. H., & Hasson, T. (2015). Increasing persistence in undergraduate science majors: A model for institutional support of underrepresented students. CBE-Life Sciences Education, 14(2), 1–12. https://doi.org/10.1187/cbe.14-05-0082
- University of California Office of the President. (2018) . Student academic preparation and educational partnerships program impact framework. University of California.
- Valencia, R. R., & Black, M. S. (2002). “Mexican Americans don’t value education!”: On the basis of the myth, mythmaking, and debunking. Journal of Latinos and Education, 1(2), 81–103. https://doi.org/10.1207/S1532771XJLE0102_2
- Waldring, I., Crul, M., & Ghorashi, H. (2018). The ability to deal with difference: Turkish-Dutch professionals as go‐betweens in the education sector. New Directions for Child and Adolescent Development, 2018(160), 45–58. https://doi.org/10.1002/cad.20242
- Werner, L., Denner, J., & O’Connor, L. (2012). Know your students to increase diversity: Results of a study of community college women and men in computer science courses. Journal of Computing Sciences in Colleges, 27(4), 100–111. https://dl.acm.org/doi/10.5555/2167431.2167451
- Wyatt, T. R., Chapman de Sousa, E. B., & Mendenhall, S. C. (2017). Professional development as a process of cultural brokering: Positioning coaches as cultural brokers. Journal of Educational Research and Practice, 7(1), 95–110. https://scholarworks.waldenu.edu/jerap/vol7/iss1/8/
- Yin, R. K. (2017). Case study research and applications: Design and methods (6th ed.). Sage.
- Yonezawa, S., Wells, A. S., & Serna, I. (2002). Choosing tracks: “Freedom of choice” in detracking schools. American Educational Research Journal, 39(1), 37–67. https://journals.sagepub.com/doi/10.3102/00028312039001037
- Yosso, T. J. (2002). Toward a critical race curriculum. Equity & Excellence in Education, 35(2), 93–107. https://doi.org/10.1080/713845283
- Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
- Yosso, T. J., & Burciaga, R. (2016). Reclaiming our histories, recovering community cultural wealth. Center for Critical Race Studies at UCLA Research Brief (No. 5). University of California