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"Rodriguez, Louie F"
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MOCHILAS OF EXCELLENCE
For decades, the education system has struggled to serve Latinx students, viewing them in a way that focuses on their deficits. However, Latinx scholars have proposed a series of asset-based frameworks to reframe and reshape how we see and treat Latinx students in the U.S. system. Using the Dora the Explorer’s mochila (backpack) as a metaphor to capture the assets Latinx students bring to the classroom, Louie Rodriguez proposes that teachers think of Latinx students as carrying mochilas of excellence into the classroom. This framing encourages educators to recognize and develop Latinx student agency and help them realize the power and promise of education in their lives.
Journal Article
Reflecting on the institutional processes for college success: The experiences of four Chicanos in the context of inequality
The education crisis facing the Latino community in the United States has received considerable attention. Recognizing the demographic growth, low-educational attainment levels, high dropout rates and low college attendance rates among Latinos, research suggests that Latino males specifically are struggling. In recognition of the various factors that shape the disparity in Latino male outcomes, this article aims to focus on the experiences of four low-income Chicanos within the US context. Our counter-narratives demonstrate that beyond “ganas,” key institutional processes, practices and policies shaped our experiences, providing a complex analysis of Latino student mobility from kindergarten to college and career.
Journal Article
Small schools and urban youth
This sociological study examines small learning communities and small schools in two major urban cities and highlights the relationship between school culture, personalization, and student engagement.
eBook
Struggling to Recognize their Existence: Examining Student–Adult Relationships in the Urban High School Context
In today’s reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school students of color, and the school adults with whom they interact. Using grounded theory, students’ experiences are analyzed and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate students’ experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults were all critical elements of recognition. I suggest that student–adult relationships, via the practice of recognition in urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be realized.
Journal Article
You’ll Still Make it to the Top
While there are numerous studies that employ additive frameworks to combat deficit views of Latina/o/x students, few focus on the perspectives of Latinx youth. This study examines the ways in which 9th grade high school Latinx students define and conceptualize excellence at home, school, and the community using photovoice methodology as a means of youth participatory action research. This research analyzed the photovoice projects of 22 students contextualized within their Educational Journeys (Rodriguez, 2018). The following objectives guided this article: 1) to empirically examine excellence across the home, school, and community among a group of Latina/o/x 9th graders, 2) to provide an in-depth case analysis of two students’ photovoice projects within the context of other data sources explored within the Collaborative Research for Equity and Excellence in Our Schools (CREER) project, and 3) to situate the findings within the larger context of the challenges and possibilities facing Latina/o/x students in education. The photovoice projects allowed students to authentically share their stories on the sources of excellence that shape who they are. The article concludes with implications for educators on how they might incorporate photovoice methods in the classroom across the educational pipeline.
Journal Article
Collaborating with Urban Youth to Address Gaps in Teacher Education
Introduction Research shows that many of the predominantly White and middle-class teachers are unprepared to teach an urban public school population increasingly comprised of low-income children of color. Lack of cultural competencies, low expectations of and lack of caring for students, and racial/ethnic, linguistic, and class biases are all cited as barriers to the success of teachers in urban schools (Bollin, 2007; Brown & Rodríguez, 2009; Howard & Milner, 2014; Rodríguez, 2012; Williams, 2013), and as this and other studies suggest, these barriers are not limited to White teachers (Conchas, 2001; Lynn, Bacon, Totten, Bridges, & Jennings, 2010; Whitney, 2009). [...]teacher education programs have been charged with helping pre-service teachers to develop the competencies they need to effectively teach, particularly, low-income children from urban communities-a difficult task for which many teacher education programs have neither adequate commitment nor expertise (Brown, Clark, & Bridges, 2012; Gorski, 2012; Paulson & Marchant, 2012; Raible & Irizarry, 2010). Adding to these difficulties is the relative isolation of teacher education programs from the urban communities that many oftheir pre-service teachers will one day serve. Rather than developing such complex and vital understandings, many teacher education programs focus almost exclusively on technical skill-building (i.e., lesson planning, instructional methods, and behavioral management) (Bartolomé, 2002; Gorski, 2012; Rodríguez, 2013). Specifically, we examine how, within these projects, negative perceptions about low-income Black and Latino youth among some pre-service teachers were revealed through their direct engagement with these young people and how this helped us, as teacher educators, to better...
Journal Article
Kappan authors on their favorite reads
Shaun M. Dougherty recommends the book Of Boys and Men by Richard V. Reeves. Louie F. Rodriguez recommends the article “Cultivating Una Persona Educada: A Sentipensante (Sensing/Thinking) Vision of Education” by Laura I. Rendó, published in the Journal of College and Character.
Journal Article
