Nancy Acevedo-Gil

Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation.

This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses.

College-conocimiento: toward an interdisciplinary college choice framework for Latinx students

Abstract This paper builds upon Perna’s college choice model by integrating Anzaldúa’s theory of conocimiento to propose an interdisciplinary college choice framework for Latinx students. Using previous literature, this paper proposes college-conocimiento as a framework that contextualizes Latinx student college choices within the inequitable distribution of institutional resources in the K-12 system. In particular, the framework centers on the notion that a lack of adequate college guidance can influence a cyclical Latinx college choice process. College-conocimiento is defined as a serpentine process where Latinx students reflect on the college information that they receive, in relation to their intersectional identities when preparing for college. The pathway of college-conocimiento entails seven cyclical spaces and aims for students to develop a reflective college consciousness, exemplified through self-advocacy and supporting peers with the college choice process. This paper challenges college choice as a sequential process by noting that students can repeat stages as needed.

The New Juan Crow in Education Revealing Panoptic Measures and Inequitable Resources That Hinder Latina/o Postsecondary Pathways

This qualitative study examined the distribution of inequitable resources, a culture of control, and implications for postsecondary pathways for Latinas/os in five California high schools. This study integrated critical race theory in education, school culture, and the concept of panopticon to examine school structures, climate, and individual agency, which together can shape the schooling experiences and educational trajectories of Latina/o students. Grounded in the data, the authors establish the concept of the New Juan Crow in Education.

New Juan Crow Education as a Context for Institutional Microaggressions: Latina/o/x Students Maintaining College Aspirations

Latina/o/x students aspire to earn a college degree but given that they likely attend urban high schools with inadequate educational opportunities and high-discipline environments, more research is needed to examine the influence of institutional racism on aspirations. This case study was guided by the frameworks of New Juan Crow in Education and racial microaggressions. Using ethnographic data from observations, semi-structured interviews with educators, and oral history interviews with Latina/o/x students, this study examined the experiences of student participants with institutional microaggressions and the influence on college-going aspirations. Implications address the cumulative effects of microaggressions and inform asset-based research, policies, and practices.

Mentoring among Latina/o Scholars: Enacting Spiritual Activism to Navigate Academia.

This qualitative study examined how a national program, established by Latina/o faculty, engaged in socialization efforts to foster persistence in doctoral degree programs. The study used spiritual activism as a framework to examine the mentoring relationships fostered among program participants. Data derived from interviews with 19 program alumni and document analysis. Findings revealed that the selection of graduate scholars entailed screening for a commitment to Latina/o communities, which supported the development of bonds among graduate scholars. As emerging scholars, the participants experienced academic validation. Finally, participants fostered a national mentoring network that was rooted in reciprocity. The findings result in the conceptualization of a mentoring framework entitled “spiritual mentor-activism.”

College-going facultad: Latinx students anticipating postsecondary institutional obstacles

ABSTRACT This ethnographic study examined access to college information for low-income, first-generation Latinx students who attended an under-resourced high school. Using a college-conocimiento framework, I analyzed the college choice and transition experiences of 47 participants. Findings revealed that educators provided limited college information. Findings highlighted that Latinx students assessed the information while reflecting on their individual intersectional identities. Individual reflection informed the anticipation of postsecondary institutional obstacles, which students then experienced upon entering college. The study developed the concept of college-going facultad, defined as the ability to see beneath the surface of college information and anticipate college obstacles.