246
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Latinx Teachers Engaging Students, Parents, and Families

ORCID Icon &

References

  • Achinstein, B., Ogawa, R. T., Sexton, D., & Freitas, C. (2010). Retaining teachers of color: A pressing problem and a potential strategy for “hard-to-staff” schools. Review of Educational Research, 80(1), 71–107. https://doi.org/10.3102/0034654309355994
  • Anzaldúa, G., & Keating, A. (2002). This bridge we call home: Radical visions for transformation. Routledge.
  • Bernstein-Yamashiro, B., & Noam, G. (2013). Teacher-student relationships toward personalized education (new directions for youth development; no. 137). Jossey-Bass.
  • Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. Taylor and Frances.
  • Brizuela, B., Stwart, J. P., Carrillo, R. G., & Berger, J. G. (2000). Acts of inquiry in qualitative research (Vol. 34). Harvard Education Press.
  • Bryan, J. A., & Holcomb McCoy, C. (2010). Editorial introduction: Collaboration and partnerships with families and communities. Professional School Counseling, 14(1), 4–11. https://doi.org/10.1177/2156759X1001400101
  • Calderon, D., Delgado Bernal, D., Pérez Huber, L., Malagón, M., & Vélez, N. (2012). A chicana feminist epistemology revisited: Cultivating ideas a generation later. Harvard Educational Review, 82(4), 513–539. https://doi.org/10.17763/haer.82.4.l518621577461p68
  • Colomer, S. (2019). Double binds and (Re)imagined storylines: Las obligaciones of being a Latina teacher and in a new latinx community. Theory Into Practice, 58(3), 273–281. https://doi.org/10.1080/00405841.2019.1598717
  • Creswell, J. W. (2007). Qualitative inquiry and research design (2nd ed.). Sage Publications.
  • Delgado, R. (2012). Critical race theory: An introduction (2nd ed.). New York University Press.
  • Delgado Bernal, D. (2002). Critical race theory, latino critical theory, and critical raced-gender epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126.
  • Delgado Bernal, D. (2018). A testimonio of critical race feminista parenting: Snapshots from my childhood and my parenting. International Journal of Qualitative Studies in Education, 31(1), 25–35. https://doi.org/10.1080/09518398.2017.1379623
  • Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York University Press.
  • Denzin, N. K. (2017). Critical qualitative inquiry. Qualitative Inquiry, Sage, 23(1), 8–16. https://doi.org/10.1177/1077800416681864
  • Facella, M. A., Rampino, K. M., & Shea, E. K. (2005). Effective teaching strategies for English language learners. Bilingual Research Journal, 29(1), 209–221 230, 233. https://doi.org/10.1080/15235882.2005.10162832
  • Ferlazzo, L., & Sypnieski, K. H. (2012). The esl/ell teacher’s survival guide: Ready-to-use strategies, tools, and activities for teaching English language learners of all levels. John Wiley & Sons, Incorporated.
  • Fierros, C., & Delgado Bernal, D. (2016). Vamos a platicar: The contours of pláticas as Chicana/Latina feminist methodology. Chicana/Latina Studies, 15(2), 98–121.
  • Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. The Center for the Future of Teaching and Learning.
  • García, E., Arias, M. B., Harris Murri, N. J., & Serna, C. (2010). Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 61(1–2), 132–142. https://doi.org/10.1177/0022487109347878
  • Garza, R. (2019). Paving the way for latinx teachers: Recruitment and preparation to promote educator diversity. newamerica.org/education-policy/reports/paving-way-latinx.teachers/.
  • Gay, G. (2014). Culturally responsive teaching: Principles, practices, and effects. In H. R. Milner IV & L. Kofi (Eds.), Handbook of urban education, chapter 19. New York, NY: Routledge. http://doi.org/10.4324/9780203094280-35
  • Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. Longman.
  • Gonzalez, E. F. (2001). Haciendo que hacer – cultivating a mestiza worldview and academic achievement: Braiding cultural knowledge into educational research, policy, and practice. International Journal of Qualitative Studies in Education, 14(5), 641–656.
  • Hancock, D. R., & Algozzine, R. (2006). Doing case study research: A practical guide for beginning researchers. Teachers College.
  • Haynes, J., & Zacarian, D. (2010). Teaching English language learners across content areas. https://ebookcentral-proquest.com.er.lib.k-state.edu.
  • Holdsworth, S., & Maynes, N. (2017). “But what if I fail?“ a meta-synthetic study of the conditions supporting Teacher innovation. Canadian Journal of Education, 40(4), 665+. https://linkgalecom.er.lib.kstate.edu/apps/doc/A534487420/AONE?u=ksu&sid=AONE&xid=42430ee9
  • Intercultural Development Research Association. (1997). Parent, family and community involvement. IDRA Newsletter, 24(8), 1–22.
  • Irizarry, J. G., & Raible, J. (2011). Beginning with el barrio: Learning from exemplary teachers of latino students. Journal of Latinos and Education, 10(3), 186–203. https://doi.org/10.1080/15348431.2011.581102
  • Jonak, J. (2014). School personnel’s perceptions of their schools’ involvement in culturally and linguistically diverse school-family-community partnerships. Health Psychology Report, 2(1), 19–26. https://doi.org/10.5114/hpr.2014.42788
  • Krashen, S. (1999). Three arguments against whole language & why they are wrong. Library of congress cataloging-in-publication data. Heinemann.
  • Larrotta, C., & K, Y. E. (2011). A community cultural wealth approach to Latina/Latino parent involvement: The promise of family literacy. Adult Basic Education & Literacy Journal, 5(2), 74–83.
  • Lewis-Moreno, B. (2007). Shared responsibility: Achieving success with English language learners. Phi Delta Kappan, 88(10), 772–775.
  • Lincoln, Y., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 163–188). Sage Publications.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications Ltd.
  • López, E., Basile, V., Landa-Posas, M., Ortega, K., & Ramirez, A. (2019). Latinx students’ sense of familismo in undergraduate science and engineering. The Johns Hopkins University Press, 43(1), 85–111.
  • Malagón, M. (2010). All the losers go there: Challenging the deficit educational discourse of chicano racialized masculinity in a continuation high school. Educational Foundations, Winter-Spring, 24(1–2), 59. https://er.lib.k-state.edu/login?url=https://www.proquest.com/scholarly-journals/all-losers-go-there-challenging-deficit/docview/205235574/se-2
  • McWhirter, E. H., Ramos, K., & Medina, C. (2013). ¿Y ahora qué? anticipated immigration status barriers and Latina/o high school students’ future expectations. Cultural Diversity & Ethnic Minority Psychology, 19(3), 288–297. https://doi.org/10.1037/a0031814
  • Mireles-Rios, S., Roshandel, O., & Martin, P. (2019). Future aspirations and confidence: The moderating effect of high school teacher support for latinx students. Journal of Social Science (New York, NY), 15(1), 126–142. https://doi.org/10.3844/jssp.2019.126.14
  • Montoya, M. (1994). Mascaras, trenzas, y greñas: Un/masking the self while un/braiding latina stories and legal discourse. Chicano-Latino Law Review, 15(1), 1. https://doi.org/10.5070/C7151021046
  • National Center for Educational Statistics. (2013).
  • National Center for Educational Statistics. (2019).
  • Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education (2nd ed.). Longman.
  • Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Pearson Education.
  • Olvera, P., & Olvera, V. I. (2012). Optimizing home-school collaboration: Strategies for school psychologists and latino parent involvement for positive mental health outcomes. Contemporary School Psychology, 16(1), 77–87. https://doi.org/10.1007/BF03340977
  • Peshkin, A. (1993). The goodness of qualitative research. Educational Researcher, 22(22), 23–29.
  • Prieto, L., & Villenas, S. (2012). Pedagogies from nepantla: Testimonio, Chicana/Latina feminism and teacher education classrooms. Equity & Excellence in Education, 45(3), 411–429.
  • Quiñones, S. (2016). (Re)braiding to tell: Using trenzas as a metaphorical-analytical tool in qualitative research. International Journal of Qualitative Studies in Education, 29(3), 338–358.
  • Sensoy, O., & DiAngelo, R. (2012). An introduction to key concepts in social justice education. Teachers College, Columbia University.
  • Sousa, D. (2011). How the ELL brain learns. SAGE.
  • Split, J., Hughes, J., Wu, J., & Kwok, O. (2012). Dynamics of teacher-student relations: Stability and change across elementary school and the influence on children’s academic success. Child Development, 83(4), 1180–1195.
  • Suárez Orozco, C., Onaga, M., & de Lardemelle, C. (2010). Promoting academic engagement among immigrant adolescents through school-family-community collaborations. Professional School Counseling, 14(1), 15–26. https://doi.org/10.5330/prsc.14.1.xl6227108g624057
  • Tracy, S. J. (2010). Qualitative quality: Eight “Big Tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851.
  • Valle, R., & Mendoza, L. (1978). The elder latino. Center on aging, San Diego State University: Distributed by Campanile.
  • Zhang, S., & Stephens, V. (2013). Learning to teach English-language learners in mainstream secondary classrooms. Teacher Education, 26(1), 99+.