Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation

Autor/inn/en	Acevedo-Gil, Nancy; Solorzano, Daniel G.; Santos, Ryan E.
Institution	American Association of Hispanics in Higher Education (AAHHE)
Titel	Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation
Quelle	(2014), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Hispanic American Students; College Students; Developmental Programs; English; College English; College Mathematics; Critical Theory; Race; Educational Theories; Academic Achievement; Remedial Instruction; Interdisciplinary Approach; Social Justice; Experiential Learning; Low Income Groups; Semi Structured Interviews; Student Experience; Student Placement; Social Bias; Student Attitudes; Academic Aspiration; Teacher Attitudes; Positive Reinforcement; Negative Reinforcement; Ethnic Stereotypes; Qualitative Research; California + Suchen Sie Ihr Suchwort? Community college; Community College; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Entwicklungsplan; English language; Englisch; Kritische Theorie; Rasse; Abstammung; Educational theory; Theory of education; Bildungstheorie; Schulleistung; Förderkurs; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Soziale Gerechtigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Studienerfahrung; Schülerpraktikum; Schülerverhalten; Lehrerverhalten; Negative Verstärkung; National stereotype; Nationales Stereotyp; Qualitative Forschung; Kalifornien
Abstract	This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses. [This Scholarly Paper was commissioned for the 9th Annual Conference of the American Association of Hispanics in Higher Education, 2014. Appendix A, "Levels and Descriptors of Developmental Education Math and English Courses at Case Study Site" is not included in the ERIC version of this report.] (As Provided).
Anmerkungen	American Association of Hispanics in Higher Education. 1120 South Cady Mall Suite B-159, Tempe, AZ 85287. Tel: 480-727-8210; Fax: 480-965-7165; Web site: http://www.aahhe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01