Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
60,845
result(s) for
"Hispanic students"
Sort by:
Keepin' it real
How can we help African American and Latino students perform better in the classroom and on exams? Why are so many African American and Latino students performing less well than their Asian and White peers? Researchers have argued that African American and Latino students who rebel against “acting white” doom themselves to lower levels of scholastic, economic, and social achievement. However, this book argues that what is needed is a broader recognition of the unique cultural styles and practices that non-white students bring to the classroom. Based on extensive interviews and surveys of students in New York, the book demonstrates that the most successful negotiators of the American school systems are the multicultural navigators, culturally savvy teens who draw from multiple traditions, whether it be knowledge of hip hop or of classical music, to achieve their high ambitions. The book refutes the common wisdom about teenage behavior and racial difference, and shows how intercultural communication, rather than assimilation, can help close the black-white gap.
eBook
A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes
Considerable research has examined the positive educational experiences of students of color assigned to teachers of the same race or ethnicity. Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. This comprehensive review examines the extent to which Black and Latino/a students (1) receive more favorable ratings of classroom behavior and academic performance, (2) score higher on standardized tests, and (3) have more positive behavioral outcomes when assigned to a teacher of the same race/ethnicity. Assignment to a same-race teacher is associated with more favorable teacher ratings, although the relationship differs by school level. There is fairly strong evidence that Black students score higher on achievement tests when assigned to a Black teacher. Less consistent evidence is found for Latino/a students.
Journal Article
Teacher noticing from a sociopolitical perspective: the FAIR framework for anti-deficit noticing
In this paper, we respond to the continued harm of deficit discourses in mathematics education, focusing on discourses that systematically devalue the knowledge and abilities of students of color in classrooms in the United States. We specifically aim to (1) develop a sociopolitical framework for conceptualizing mathematics teacher noticing and (2) conceptualize and illustrate the enactment of noticing that challenges deficit discourses about these students and their communities—anti-deficit noticing—through the lens of our framework. We address our first research aim by introducing the FAIR framework, which foregrounds the role of sociopolitical Framing as an essential component of noticing that shapes and is shaped by Attending, Interpreting, and Responding, processes that have frequently been discussed in studies of teacher noticing. We show how an analysis using FAIR can contribute to understanding deficit noticing. We then conceptualize and illustrate anti-deficit noticing using the case of Oscar, a college mathematics instructor who worked with many Black and Hispanic students and himself identified as Hispanic. We discuss the local context that supported Oscar’s anti-deficit noticing and conclude with implications for future research and practice.
Journal Article
Hispanic-Serving Institutions In American Higher Education
This is the first book to exclusively address Hispanic-serving institutions (HSIs), filling a major gap in the research on these institutions. Written by leading and rising scholars on HSIs, this book offers insight into the complexity of these institutions. It not only addresses historic policy origins, but also describes the experiences of various student populations served, examines faculty issues, addresses the role of student affairs in advancing student development, and considers issues of governance and funding. This book also critically examines the contradictions and challenges that many of these institutions face and looks to likely future developments.
eBook
Student Characteristics, Pre-College, College, and Environmental Factors as Predictors of Majoring in and Earning a STEM Degree: An Analysis of Students Attending a Hispanic Serving Institution
This study examined the demographic, pre-college, environmental, and college factors that impact students' interests in and decisions to earn a science, technology, engineering, or mathematics (STEM) degree among students attending a Hispanic Serving Institution (HSI). Results indicated that Hispanic students were well represented among STEM majors, and students' decisions to declare a STEM major and earn a STEM degree were uniquely influenced by students' gender, ethnicity, SAT math score, and high school percentile. Earning a STEM degree was related to students' first-semester GPA and enrollment in mathematics and science \"gatekeeper\" courses. Findings indicate that HSIs may be an important point of access for students in STEM fields and may also provide opportunity for more equitable outcomes for Hispanic students.
Journal Article