Breaking into Public Policy Circles for the Benefit of Underserved Communities

Autor/in	Flores, Stella M.
Titel	Breaking into Public Policy Circles for the Benefit of Underserved Communities
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 1, S.22-31 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1242809
Schlagwörter	Educational Policy; Public Policy; Disproportionate Representation; Minority Group Students; Immigrants; Teaching Experience; Evidence Based Practice; Hispanic Americans; Females; Scholarship; Minority Group Teachers; Role Models; Mentors; Influences; Educational Opportunities; Educational Attainment; Activism; Equal Education; Politics of Education; Racial Relations; Civil Rights; Autobiographies; Texas + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Öffentliche Ordnung; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Weibliches Geschlecht; Scholarships; Stipendium; Identifikationsfigur; Influence; Einfluss; Einflussfaktor; Bildungsangebot; Bildungschance; Bildungsabschluss; Bildungsgut; Aktivismus; Politischer Protest; Educational policy; Bürgerrechte; Grundrechte; Zivilrecht; Autobiography; Autobiografie; Autobiographie
Abstract	Stella M. Flores writes about how she learned to participate in the American political process through lessons from her immigrant family. As a quantitative scholar, she documents the commitment to rigorous, evidence-based research on equity noting that not all datasets are without politics or bias. From this perspective, the story of the Latino in the US has only recently begun to be collected. The author describes her development as a female scholar of color in the field of education policy, an identity informed by her experiences growing up in South Texas. She credits role models, mentors, and generational impact from educational opportunity as key reasons for engaging in scholarship aimed to help improve educational attainment rates for underserved students. She argues that regardless of methodological tradition, scholars working toward improving the educational trajectories for all students are in many ways activists for the common good and not necessarily unobtrusive analysts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01