Preparing Latinos/as for a Flat World

Sullivan, Leila Gonzalez

doi:10.1177/1538192707305348

Cited by 11 publications

(6 citation statements)

References 23 publications

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“…Even though relatively few of these adult immigrants actually enter the U.S. educational system (particularly higher education) and their children often struggle to fit in it, they overwhelmingly view it as being open, accessible, and as a path to get ahead. They firmly believe in the benefits of education and in meritocracy and remain optimistic even in the face of seemingly insurmountable obstacles (see also González Sullivan 2007), perhaps to justify the sacrifices they have made in terms of opening opportunities for themselves and their children. However, given the Central Americans' legal marginality and their long-term temporary status, during which they have limited access to educational benefits and resources, their educational dreams become a moving target.…”

Section: Bifocal Lens That Shapes Their Dreamsmentioning

confidence: 99%

Educational Hopes, Documented Dreams: Guatemalan and Salvadoran Immigrants' Legality and Educational Prospects

Menjívar

2008

The ANNALS of the American Academy of Political and Social Scie

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This article focuses on the effects of an ambivalent legal status on Salvadoran and Guatemalan immigrants' experiences with the U.S. educational system, focusing on how liminal legality shapes access to educational opportunities and immigrants' perceptions of these opportunities. Drawing on the segmented assimilation framework and on thirty-four in-depth interviews conducted with Guatemalan and Salvadoran immigrants in Phoenix, Arizona, the author argues that an ambiguous legal status molds views and perceptions of educational prospects and, as such, is central in determining immigrants' place in the educational system. While waiting for their statuses to become regular, they dream of higher education—dreams that are for the most part unattainable. Their legality, while not the only determining factor, does exacerbate and facilitate other conditioning circumstances, such as financial difficulties, family separations, and so on, that also impinge on their educational prospects. This case highlights the importance of immigration policies in shaping assimilation in critical ways.

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Section: Bifocal Lens That Shapes Their Dreamsmentioning

confidence: 99%

Educational Hopes, Documented Dreams: Guatemalan and Salvadoran Immigrants' Legality and Educational Prospects

Menjívar

2008

The ANNALS of the American Academy of Political and Social Scie

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“…Obama's challenge also comes at a time when obtaining a high school diploma or its equivalency is no longer enough of a credential to make a self-sustaining wage in the current labor market (Sullivan, 2007). In a 2002 study, labor market economists suggested that a strong employee is someone who has basic skills in reading, writing and math and is someone who has attained a job-training credential or postsecondary degree (Carnevale and Desrochers, 2002).…”

Section: Artistic Directormentioning

confidence: 99%

“…By opening up these alternative methods of degree attainment, individuals, like Liz, are able to receive integrate basic skills, while gaining the workforce competencies employers need to meet the growing middle skill demands and make a living wage (Sullivan, 2007;National Skills Coalition, 2014). This provides the learner with meaningful educational experiences where they can obtain necessary basic skills aligned to a workforce credential.…”

Section: Curtain Callmentioning

confidence: 99%

How Mexican immigrant adults in a new destination community experience educational aspiration: a phenomenological inquiry

Wilson

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Today, like no other, is a milestone for not only me, but also for so many who have touched my life. I first want to thank my best friend and the love of my life, Tim. It is because of you, I no longer allow others to define who I am. Thank you for pushing, pulling, demanding, and sometimes begging me to go beyond and insisting that I learn how to believe in myself. Your love is like no other. You are the keeper of my heart; you are my soulmate, the light in the darkness, and the passion that feeds my desire.Thank you for listening, letting me yell, scream, cry, and laugh with you, to you, and at you! You never doubted me, even when I doubted myself, always believing in my capabilities. A wise man once told me, "You can do anything you put your mind to." He was wrong. We can do anything we put our mind to. I love you.Cole, Cale, and Cade…I tear as I think of the sacrifices you have made on my behalf. I thank you for supporting me, loving me, and believing in me. I am so proud to be your mom-blessed to watch you all grow and develop into wonderful young men. I cherish the unconditional love, hours of laughter, jokes at the supper table (even when I did not get them), and emotional strength the three of you give to me each day. I ask each of you to do something for me. Cole, never give-up on your dreams, embrace your strengths, and keep fighting for what is right even when you do not understand your purpose; Cale, continue to be compassionate, hold tight to your values, and always believe in yourself; Cade, stay true to yourself, love yourself, accept your faults, and press onward. I love all of you very much! vi To my mom, you are my best friend, my cheerleader, and my role model. Thank you for all the times you kept after me to push forward, for the hours of talks over glasses of wine, and the daycare moments so Tim and I could get away. We have been through a lot, but have seen the benefits of persistence. You have taught me to not give-up on my dreams, to not take no for an answer, and that sometimes things work out for the bestmottos to live by in today's world. I love you with all my heart! I would like to thank my committee chair, Katherine Richardson Bruna, and my committee members, Lyn Brodersen, Sharon Drake, Larry Ebbers, and Constance Beecher for their guidance and support throughout the course of this research. Dr. Bruna, you were my rock, my advocate, my mentor! Thank you for never giving up on me and pushing me to find my creative side, a piece of me I never thought could be possible! Thank you so much for always being there when I needed to talk, cry, celebrate, or share my frustrations. Dr. Ebbers all I can say is thank you for believing in me! You are an amazing person who saw my potential, something I never could see in myself-until I met you. Dr. Drake, I will always remember your email after taking the GRE, telling me that I did great-even when you had no idea how I did. Your intuition and timeliness is impeccable. Dr. Brodersen, you are an inspiration for all women in leadership. I am so proud...

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“…But, the composition of the high school graduates is different from 1992 to 2022 in all three of the regions. The Latino high school graduate population is increasing faster than the other segments and again, while this population is disproportionately represented in the community colleges (College Choice and Access to College, 2009;Kurlaender, 2006), this population does have a segment that (Sullivan, 2007). Thus, even community colleges serving Southwest, 1992Southwest, -2002 growing areas may find the need to effectively recruit traditional high school graduate students if they wish to increase this segment in their comprehensive community colleges;…”

Section: Identity Issues Among Community Collegesmentioning

confidence: 99%

Community college athletes: The influence of the chance to compete on college choice

Rinke

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Intercollegiate athletes are an important and viable group of students for many colleges, including community colleges. These students can add to the student life experience, increase exposure of institution to the community, and enhance enrollment. Despite the large number of community college athletes, there is little literature on the experiences, recruitment, and college choice patterns of community college athletes. Currently, there are a few studies on college choice of college athletes; however, most of this literature focuses on athletes in powerhouse programs. There are also studies on college choice of community college students; however, this literature generally does not focus on particular segments of traditional aged students. Thus, there is a paucity of literature on the college choice patterns of community college athletes. Given the trend for smaller four-year colleges to use athletics for enrollment management and the declining population in some areas where community colleges are struggling to diversify enrollment, it seems prudent to understand the factors influencing community college athletes' college choice. This study developed a survey and identified factors that influenced college choice of community college athletes. It also examined the relationship between college choice factors and affirmation of choice of college. The study was conducted at eight community colleges and descriptive statistics were used to determine the background of participants. Factor analysis was conducted to reduce the 47 items into fewer, related variables and logistic regression was used to examine the relationship of college choice factors to affirmation of choice. viii Results of the study identified the background and characteristics of the athletes, the factors influencing college choice, differences in the factors with various populations, and then the relationship of the factors to affirmation of choice. Results indicated that various attributes associated with the opportunity to engage in intercollegiate athletics were critical to college choice. Chapter describes the epistemology and theoretical perspective used in this study as well as the methodology, variables, survey construction, sampling techniques, data analysis procedures, delimitations, limitations, and ethical issues. Chapter 4 gives the survey administration process, data analysis and results. Finally, Chapter 5 discusses the data analysis and results, implications for practitioners as well as researchers, and then potential directions for future research. Chapter 4 presents the results of an analysis of the quantitative data. Finally, Chapter

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Preparing Latinos/as for a Flat World

Cited by 11 publications

References 23 publications

Educational Hopes, Documented Dreams: Guatemalan and Salvadoran Immigrants' Legality and Educational Prospects

Educational Hopes, Documented Dreams: Guatemalan and Salvadoran Immigrants' Legality and Educational Prospects

How Mexican immigrant adults in a new destination community experience educational aspiration: a phenomenological inquiry

Community college athletes: The influence of the chance to compete on college choice

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