Latino Education, Civic Engagement, and the Public Good

Bedolla, Lisa García

doi:10.3102/0091732x11422666

Cited by 32 publications

(15 citation statements)

References 48 publications

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“…Civic engagement among Latinos and Latinas lags far behind White, Asian, and African American counterparts across every form of participation in California and nationally (Garcia Bedolla, 2012;Abrajano & Alvarez, 2010). Latinos in San Diego are disengaged from civic life and have the lowest voter count and rate of voter turnout (Equality Alliance of San Diego County, 2011).…”

Section: Statement Of Needmentioning

confidence: 99%

Cultivando Respeto (Cultivating Respect): Engaging the Latino Community

Nuñez-Alvarez¹,

Clark-Ibáñez²,

Ardón³

et al. 2018

MUJ

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This article addresses an innovative approach to connecting an urban university with the surrounding neighborhoods comprised of Latino immigrants, who represent potential new students or current students' family members. The National Latino Research Center (NLRC) uses popular education, culturally informed, and linguistically relevant strategies to engage diverse Latino communities in the northern region of San Diego County in California. Methods of engaging the Latino community include cultivating long-term relationships, responding to time-sensitive community crises, facilitating inter-generational connections, presenting material in a culturally informed and relevant way, providing hands-on experiences with civic engagement, and growing partnerships within the university and among non-profits. Preliminary findings described a two-year study on civic engagement testing the effectiveness of a Spanishlanguage curriculum based on popular education offered (free) to members of urban and rural low-resourced Latino communities. The Center statistically correlated Latino community members' experiential learning, participating in social media, and voting with gains in civic engagement knowledge.

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Section: Statement Of Needmentioning

confidence: 99%

Cultivando Respeto (Cultivating Respect): Engaging the Latino Community

Nuñez-Alvarez¹,

Clark-Ibáñez²,

Ardón³

et al. 2018

MUJ

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“…Importantly, this study has implications for interventions that seek to foster civic and political participation among low-income, racial minority, immigrant, and other youth who encounter limited opportunities for involvement (Garcia Bedolla 2012; Levinson 2012). Interventions can borrow from YO groups’ approach to critical civic engagement by developing young people’s political consciousness and directly engaging them in addressing issues that affect their communities.…”

Section: Discussionmentioning

confidence: 99%

“…Young people’s involvement tends to vary by socioeconomic status. This is not surprising, as youth from lower socioeconomic backgrounds—including those from racial minority and immigrant families—enjoy fewer meaningful opportunities to develop their civic skills and political knowledge than do their higher status counterparts (Garcia Bedolla 2012; Levinson 2012).…”

Section: Voluntary Organizations and Youths’ Civic And Political Partmentioning

confidence: 99%

“…My analysis relies on data from California, a state where children from immigrant families outnumber those from non-immigrant families and young people of color outnumber White youth. As such, this study lends itself to examining patterns of participation among low-income youth of color who often lack sufficient opportunities to develop their civic skills and political knowledge (Garcia Bedolla 2012; Levinson 2012). At the same time, such youth may have more opportunities to participate in social-movement related activities in California than those who reside in other states.…”

Section: Present Studymentioning

confidence: 99%

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Training Young Activists

Terriquez

2014

Sociological Perspectives

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This article examines how nonprofit activist youth groups shape the civic and political trajectories of their adolescent members. Based on analyses of survey and semi-structured interview data gathered from low-income, racially diverse, and immigrant alumni members of grassroots youth organizing groups and from a comparison sample, findings suggest that adolescent activist groups foster high levels of civic and political participation in early adulthood. Similar to other public-oriented volunteer associations-such as student government-activist groups impart civic skills and experiences that facilitate later involvement. Yet activist groups may function as particularly intensive training grounds for future participation by developing members' political consciousness and engaging them in political processes. In spite of operating within a neoliberal context that sometimes inhibits the political activity of nonprofits, contemporary grassroots youth organizing groups, somewhat like the 1960s' civil rights groups decades earlier, can propel some young people toward ongoing engagement with social movements.

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“…Contrary to the context where Gandara et al, (2003) carried her investigation, in the state of Iowa the population of ELL is 4.5%. This is not comparable with the population of California that is 23.2% of the public school enrollment (National Center of Education Statistics, 2011-2012. Therefore, what this study reveals is first, the need of teachers and administrators of being consistent in the implementation of approaches that offer opportunities to have meaningful dialogue and effective learning tools based on language.…”

Section: Policymentioning

confidence: 68%

Examining Hispanic students' science learning in an argument-based inquiry classroom

Aguirre-Mendez¹

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v Glory, I have done all of this for you. I want you to see that you can achieve all you want in your life. You have all the potential in the world. I want you to do all that gives you passion in life and I want you to enjoy life at the same time. Lucas, this is for you too. You are so special that later when you are able to read you will know I did this for you. Finally, I am deeply and highly grateful to my husband, Carlos; I love you and appreciate your encouragement from the first moment to pursue my PhD. Thanks for the sacrifices you made during my whole graduate program. Without your help and unconditional love, this would not have been possible. vi ABSTRACT The Hispanic population in the United States experiences many challenges in education that have placed them behind their Euro-American counterparts in terms of achievement. These challenges are associated with socioeconomic status and family structure, educational expectations, and low-quality schooling in the elementary grades. The purpose of this study was to examine how Hispanic students construct science learning in an argument-based inquiry classroom. This research constituted a qualitative case study grounded in a sociocultural constructivist framework. Data was collected using a variety of qualitative techniques, including nonparticipant observations, analysis of semi-structured interviews, audio recordings, and transcription. The focal participants of this study were three Hispanic students, two in fifth grade and one in fourth grade. Findings indicated that the two aspects of an argument-based inquiry approach (laboratory activities and cooperative negotiation) impacted students' learning in science under diverse factors. These factors included importance of dialogue, importance of classroom setting (grouping and time allotment), and importance of various learning tools. Students also encountered particular challenges while they were involved in this learning context. These challenges involved developing connections between claims and evidence, classroom routines and decisions, administrative decisions of the school, issues associated with group conforming or pairing up students, and language issues. This study provides implications for science education policies, teaching practices, and research in science learning improvement for minority students.

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Latino Education, Civic Engagement, and the Public Good

Cited by 32 publications

References 48 publications

Cultivando Respeto (Cultivating Respect): Engaging the Latino Community

Cultivando Respeto (Cultivating Respect): Engaging the Latino Community

Training Young Activists

Examining Hispanic students' science learning in an argument-based inquiry classroom

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