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AutorenAlemán, Enrique, Jr.; Delgado Bernal, Dolores; Cortez, Eden
TitelA Chican@ Pathways Model of "Acción": Affirming the Racial, Cultural and Academic Assets of Students, Families and Communities
QuelleIn: Association of Mexican American Educators Journal, 9 (2015) 1, S.13-27 (15 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
SchlagwörterPartnerships in Education; College School Cooperation; School Community Relationship; Elementary Secondary Education; Higher Education; Affirmative Action; Access to Education; Mexican Americans; Hispanic American Students
AbstractThis article presents our conceptualization, initial creation and implementation of a university-school-community partnership, the Westside Pathways Project. We introduce our work in developing and sustaining this K-16 educational pathways partnership as one way of broadening the affirmative action discussion. By describing a model of "acción" that addresses college access starting at the earliest educational stage in which students and families interact with public institutions of education, we pivot from traditional notions of affirmative action research. In delineating our partnership, we argue for affirming Chicana/o students culturally and academically while simultaneously taking action to create awareness of and access to higher education across educational settings, with students of varying ages, together with families and community members. (As Provided).
AnmerkungenAssociation of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org.
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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