Melissa A. Martinez

Moving Beyond High School Expectations: Examining Stakeholders' Responsibility for Increasing Latina/o Students' College Readiness

In an effort to improve college readiness for Latina/o students, this article examines the meaning and significance of college readiness among multiple stakeholders (teachers, counselors, parents, students, and superintendents) in the South Texas border region. Using focus group data, this article explores the assets embedded within college readiness by using integrated Chicana feminist theory (Anzaldúa, 1987; Fránquiz & Salazar, 2004) and community cultural wealth (Yosso, 2005, 2006) lenses. In particular, the authors conceptualize a hybrid framework-borderland cultural wealth (BCW)-which we define as the cultural assets present in this region that when cultivated and tapped into effectively can improve college preparation and access.Findings reveal that stakeholders felt both individual and collective responsibility for college readiness. Furthermore, stakeholders voiced the need for improved college readiness efforts so that students can be successful in diverse universities and to break the cycle of low-college-going rates of this region. Implications for research and practice for P-20 educators, practitioners, and policymakers are discussed.

Assistant professors of color confront the inequitable terrain of academia: a community cultural wealth perspective

Abstract This qualitative study adopted Yosso’s community cultural wealth (CCW) framework to examine how 16 assistant professors of color (APOC) drew upon various forms of capital (navigational, aspirational, social, resistant, linguistic, familial) to deal with racism and marginalization in academia. Findings revealed how APOC: dealt with students’ stereotypes of them, maintained their authentic selves to make academia more accessible and relevant, persevered with integrity despite hostility or marginalization, self-advocated for quality mentorship, and engaged in strategic service while avoiding cultural taxation and tokenism. Findings highlighted the positive cultural assets APOC enact within the academy while reiterating the need to address racist and marginalizing policies and practices in higher education. Variations in experiences based on gender and international status that can be explored further in future research also emerged. Working at a Hispanic-serving institution (HSI) also did not eliminate or lessen racist or marginalizing experiences for participants.

Por los ojos de madres: Latina mothers’ understandings of college readiness

In this study, data from six focus groups with 30 Latina mothers in South Texas were analyzed utilizing a “funds of knowledge” approach to uncover their understandings of college readiness and their role in ensuring their children are college ready. Findings indicate that Latina mothers perceived college readiness in a holistic fashion, similar to the concept of educación, in that being college ready encompasses academic preparation and other particular personal attributes that ensure success in college. Mothers also believed they had a shared responsibility in college readiness efforts by providing emotional, financial, and moral support while school personnel and students were responsible for other aspects. Such findings are crucial given that current college readiness research does not explicitly consider the role of parents in college readiness efforts or how parents perceive this notion.

Wealth, Stereotypes, and Issues of Prestige: The College Choice Experience of Mexican American Students Within Their Community Context

Utilizing the notion of community cultural wealth, this study focuses on the various forms of capital that Mexican American students from the South Texas Border draw upon within their community to navigate the college choice process. Findings indicate that neighbors, church members, and in one case, a physician, served as sources of social capital, while students drew upon resistant and aspirational capital to deal with racial and ethnic stereotypes and negative perceptions of local/regional universities.

Latino Educational Leadership across the Pipeline: For Latino Communities and Latina/o Leaders.

Educational leaders have challenges providing rich and equitable education for the Latino community, the fastest growing underserved demographic in the United States. Although the field of educational leadership draws connections to serve diverse populations, this work uses existing research and theory to establish the concept of Latino Educational Leadership. As a concept focused on serving Latino communities and the preparation of Latina/o leaders throughout the P-20 pipeline, the implication is to enhance research, policy, and practice for Latino communities.

We are stronger together: reflective testimonios of female scholars of color in a research and writing collective

In this paper, five female scholars of color utilize the method of testimonio (testimony) to document their individual lived experiences as members of a three-year long research and writing collective. This collective served as a space of liberation from the dominant discourses and practices the women were experiencing in the academy. Each testimonio presents themes related to: shared struggles, friendship, trust and vulnerability, a sense of give and take, and their commitment to each other and the group. It is hoped these reflective testimonios (testimonies) contribute to the existing literature citing the benefits of such collaborations among female scholars and also encourages and guides other female academicians to develop their own research and writing collectives.

College Information, Support, and Opportunities for All?.

In this case, 10 Latina/o high school seniors and one high school counselor share their perspectives on how college information and opportunities are distributed in their school. In doing so, it becomes evident that efforts are not systematic or equitable. As a result, dilemmas arise when some students are denied the opportunity to attend a college fair held off campus during the school day and find alternative means of doing so. Current and aspiring educational leaders are urged to consider the ethical, safety, and policy issues related to the immediate dilemmas and the larger concern regarding the school’s college-going culture.

Shock, Chaos, and Change: An Elementary School Turned Upside Down.

The following case is inspired by real-life events that the authors experienced while working in the K-12 public school system. This case describes the experiences of Mrs. Hodge, a seasoned assistant principal who was unexpectedly assigned to be principal of her elementary school. The case follows Mrs. Hodge through her first 3 years as the principal of Thomas Elementary and describes the challenges she faced as her relationships with teachers changed, the school experienced high teacher turnover, and academic achievement among students declined.

Engaging aspiring educational leaders in self-reflection regarding race and privilege

Self-reflection is a vital tool that can be used in the preparation of aspiring school leaders to ensure they can equitably serve the increasingly racially, culturally, linguistically and economically diverse students in schools. When coupled with social justice pedagogy, reflection can also serve as a means of gauging student resistance, growth and understanding of issues of race and privilege. In this study, written self-reflections from educational leadership students exposed to social justice pedagogy were examined, revealing varying degrees of resistance in the form of intense emotions, distancing and opposition for some, and changes in mindset for others. Students also began interrogating their own assumptions, practices and the equity-oriented theories presented. Findings reiterate the utility and need for social justice pedagogy that includes self-reflection in the preparation and continued professional development of educational leaders.

Context Is Key: School Leaders’ Approaches in Creating and Maintaining Dual Enrollment Opportunities in South Texas

ABSTRACT Dual enrollment courses provide high school students an opportunity to graduate having been exposed to the academic rigor necessary to be successful in college-level coursework, while potentially getting a head start on earning college credit. In Texas, school districts are required by law to offer students opportunities to earn at least 12 college credit hours either through dual enrollment courses, advanced placement, or International Baccalaureate programs. This study utilized a borderlands framework to examine how school leaders in South Texas, a region historically underserved and underfunded in education, approached the task of seeking and establishing dual enrollment opportunities for students.