Feeling the stress and strain – race, economics, and the educational experiences of Latinx emergent bilinguals in a ‘new’ destination school

Smolarek, Bailey B.

doi:10.1080/13613324.2018.1511534

Cited by 3 publications

(5 citation statements)

References 25 publications

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“…Rodriguez, 2010; Vega, 2023). Some articles, invoking the idea that Latinxs receive disproportionately low attention, emphasized that their findings helped illuminate Latinxs’ experiences in under-researched U.S. regions of New Latinx Destinations/Diaspora, like the Southeast and Midwest (Abrica et al, 2020; Smolarek, 2020).…”

Section: Findings: Latcrit In Educationmentioning

confidence: 99%

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Chávez-Moreno

2023

Review of Educational Research

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This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature’s strengths, challenges, and tensions. Some strengths include detailing Latinxs’ experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit’s scope by rationalizing the study’s use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education.

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Section: Findings: Latcrit In Educationmentioning

confidence: 99%

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Chávez-Moreno

2023

Review of Educational Research

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“…Language-based interventions. Teachers of bilingual students and ELLs can sometimes confuse language needs with cognitive needs (Smolarek, 2018). For instance, a student might require a placement test for the English language but not for academic achievement.…”

Section: Question Cultural Generalizationsmentioning

confidence: 99%

“…As a college-access specialist for ELLs, A. Steketee’s immigrant students often encountered an issue: Students could have a perfect score on the SAT math section, yet high school teachers would ask parents to approve an individualized education program because of language-acquisition issues. Smolarek (2018) reflected that K–12 teachers advocate for the incorrect assessment or placement because they assume that the needs of ELLs and special-education students are the same. This language-based misunderstanding can foster a deficit-based assumption that places students on a track in middle school and high school that leads them away from lifelong learning and productive life outcomes.…”

Section: Prevention Strategiesmentioning

confidence: 99%

“…This language-based misunderstanding can foster a deficit-based assumption that places students on a track in middle school and high school that leads them away from lifelong learning and productive life outcomes. Even the label ELL can carry racial and linguistic marginalization (Smolarek, 2018). Pérez Huber (2011) cautioned educators against framing the language of origin as "impairment" and "deficiency" because this is a form of racial microaggression and harmful to students.…”

Section: Question Cultural Generalizationsmentioning

confidence: 99%

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Racial and Language Microaggressions in the School Ecology

Steketee

Williams

Valencia

et al. 2021

Perspect Psychol Sci

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The growth trajectory of ethnically and linguistically diverse individuals in the United States, particularly for youth, compels the education system to have urgent awareness of how diverse aspects of culture (e.g., Spanish-speaking, Black Latina student) are implicated in outcomes in American school systems. Students spend a significant amount of time in the school ecology, and this experience plays an important role in their well-being. Diverse ethnic, racial, and linguistic students face significant challenges and are placed at considerable risk by long-observed structural inequities evidenced in society and schools. Teachers must develop the capacity to be culturally sensitive, provide culturally responsive pedagogy, and regularly self-assess for biases implicated in positive academic outcomes for students in kindergarten through Grade 12. Research and practice have suggested that racism and discrimination in the form of racial microaggressions are observed daily in schools and classrooms. This article provides an overview of racial microaggressions in the school context and their damaging effects on students. We provide specific examples of microaggressions that may be observed in the U.S. classroom environment and how schools can serve as a positive intervention point to ameliorate racism, discrimination, and racial and language microaggressions. This comprehensive approach blends theory with practice to support the continued development of cultural humility, culturally sustaining pedagogy, and an equity-responsive climate.

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“…DLLs are not a new U.S. student population, but certain areas of the countrycommonly known as new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee)-have experienced rapid, unprecedented growth of DLLs in the last decade (Smolarek, 2020). Mirroring national trends, DLLs in new destination states predominantly come from Spanish-speaking and low-income homes (Gándara & Mordechay, 2017).…”

mentioning

confidence: 99%

Revisiting the traditional conceptualizations of vocabulary knowledge as predictors of dual language learners’ English reading achievement in a new destination state

Mancilla‐Martinez

Hwang

2023

Applied Psycholinguistics

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The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in Tennessee and explored how various vocabulary knowledge conceptualizations predict English reading comprehension achievement, controlling for English word reading skills and grade level. Vocabulary knowledge was assessed using monolingual (English-only and Spanish-only) and bilingual (conceptual and total) scoring methods. Results showed that, while DLLs performed below the national mean for English-only and Spanish-only vocabulary, they performed within the average to above-average range for bilingually scored conceptual vocabulary. More uniquely, the expressive vocabulary knowledge emerged as a robust predictor of English reading comprehension above and beyond the influence of English word reading skills. Findings suggest practical and theoretical value of bilingually driven vocabulary assessment approaches. As expected, bilingually scored vocabulary provided a more comprehensive understanding of DLLs’ vocabulary knowledge by accounting for vocabulary knowledge in both Spanish and English, compared to monolingually scored vocabulary. We discuss theoretical and instructional implications, with a focus on asset-driven and scientific assessment understandings for supporting DLLs’ vocabulary and reading achievement in new destination states.

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Feeling the stress and strain – race, economics, and the educational experiences of Latinx emergent bilinguals in a ‘new’ destination school

Cited by 3 publications

References 25 publications

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Racial and Language Microaggressions in the School Ecology

Revisiting the traditional conceptualizations of vocabulary knowledge as predictors of dual language learners’ English reading achievement in a new destination state

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