Gang Risk Factors and Academic Readiness in a Southern Middle School

Martínez, James; Tost, Jeremy; Wilfred, Shani P.; Hilgert, Larry D.

doi:10.20429/ger.2014.110201

Cited by 3 publications

(4 citation statements)

References 96 publications

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“…Studies that we reviewed also suggested that being exposed to contentious peer contexts may hinder academic success (Issurdatt, 2011; Martinez et al, 2014; Pyrooz, 2014). For students like Andres, Santiago, and Bruno, who found themselves in contentious environments while growing up, supportive contexts were important to their development of resilience over time.…”

Section: Discussionmentioning

confidence: 99%

“…As schools may serve as hubs for gang activities (Issurdatt, 2011), students who are involved have a higher chance of putting their academics at risk and therefore not graduating. According to Martinez, Tost, Wilfred, and Hilgert (2014), middle school gang members do not perform well in school, have a weak attachment to teachers and schools, and are rarely involved with the institutions they attend. If student gang members feel disconnected from their schools and teachers, it becomes more difficult for them to graduate (Martinez et al, 2014).…”

Section: Review Of Literaturementioning

confidence: 99%

“…According to Martinez, Tost, Wilfred, and Hilgert (2014), middle school gang members do not perform well in school, have a weak attachment to teachers and schools, and are rarely involved with the institutions they attend. If student gang members feel disconnected from their schools and teachers, it becomes more difficult for them to graduate (Martinez et al, 2014). Pyrooz (2014) found that youth involved in gangs are 30% less likely to graduate from high school and 58% less likely to earn a bachelor’s degree than non-gang members.…”

Section: Review Of Literaturementioning

confidence: 99%

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The Convergence of Social Identities and Environmental Contexts in Facilitating Latino Male Resilience

Patrón

García

2016

Hispanic Journal of Behavioral Sciences

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While Latino/as are the largest racial/ethnic group in the United States, they continue to face challenges throughout their educational careers. Latino males, in particular, are said to be vanishing from higher education, earning fewer degrees than their female counterparts. Using in-depth interviews with 24 Latino male collegians, we sought to understand the process of resilience for this population, looking specifically at the factors that enhance their educational access and success within postsecondary institutions. The data demonstrate the social identities and environmental contexts that foster resilience for Latino males, despite adversities they may face. Four main themes arose, illuminating the challenges Latino males may face in their path to college and elucidating the ways they use their identities as motivation and the educational contexts that support their resilience. We highlight resilience as a process, calling for educators to consider the ways in which they can support Latino males’ aspirations into and through college.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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The Convergence of Social Identities and Environmental Contexts in Facilitating Latino Male Resilience

Patrón

García

2016

Hispanic Journal of Behavioral Sciences

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“…Consequently, teachers will be asked to deliver high quality instructions to all members of this growing, diverse population. Unfortunately, culturally and linguistically diverse students (for example, African American and Latino students) are still lagging behind their White counterparts in academic performance, which continues to perpetuate the longstanding racial achievement gap (Hawley & Nieto, 2010;Hughes & North, 2012;Martinez, Tost, Wilfred, & Hilgert, 2014;National Centre for Educational Statistics, 2009;Valencia, 2010). Gay (2000Gay ( , 2004 suggests that culturally and linguistically diverse children are being left behind academically because too much of what is taught in the American school system reflects White middleclass norms.…”

Section: Introductionmentioning

confidence: 99%

Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

Kelley

Siwatu

Tost

et al. 2015

Educational Psychology in Practice

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Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the south-western United States with 43 seventh grade students whose age ranged from 12 to 13 years. The majority of participants in this study reported to be Hispanic or multiracial with Hispanic origins. This study's findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilised in the form of a reading task to examine its influence on students' recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilising culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.

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Meeting the Needs of Young English Language Learners

Estes

2018

Advances in Early Childhood and K-12 Education

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From the fall of 2003 to the fall of 2013, the number of Hispanic students in K-12 schools increased from 19 percent to 25 percent; in addition, the percentage of English language learners (ELLs) in U.S. public schools was 9.4 percent during the 2014-2015 school year, ranging from 1.0 percent in West Virginia to 22.4 percent in California (NCES, 2016). General education teachers are increasingly likely to have ELL students in their classrooms, yet a majority of classroom teachers have little to no training in working with English language learners (NCES, 2011). This chapter provides a discussion of the role of language in learning, the needs of English language learners and their families, as well as the role of teacher preparation programs in preparing pre-service teachers to work with culturally and linguistically diverse young children.

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Gang Risk Factors and Academic Readiness in a Southern Middle School

Cited by 3 publications

References 96 publications

The Convergence of Social Identities and Environmental Contexts in Facilitating Latino Male Resilience

The Convergence of Social Identities and Environmental Contexts in Facilitating Latino Male Resilience

Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

Meeting the Needs of Young English Language Learners

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