“You have to be able to adjust your own self”: Latinx students’ transitions into college from a low-performing urban high school

Duncheon, Julia C.

doi:10.1080/15348431.2017.1355248

Cited by 17 publications

(15 citation statements)

References 38 publications

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“…As described in previous sections, themes from this study mirror other strengths-based literature that shed light on the experiences of Latinx immigrants without legal status in complex sociocultural contexts (Chang et al, 2017; Duncheon, 2018). Prior study findings also focused on “the interplay of identity and agency, and specifically the opportunity and responsibility to debunk the myth of the undocumented as a monolith (i.e., the deviant, uneducated, incompetent, and unwelcome immigrant)” (Chang et al, 2017, p. 201).…”

Section: Discussionsupporting

confidence: 60%

“…A small but growing research base has brought attention to the strengths and cultural capital rooted in the ancestry, community, and family identity of Latinx populations across the United States (Chang et al, 2017; Christophe et al, 2019; Duncheon, 2018). Even without existing ethnic enclaves or security of permanent legal status, Latinx newcomers in new immigrant receiving areas mobilize their cultural assets to adjust and thrive (Stein et al, 2016).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Striving to thrive: Community cultural wealth and legal immigration status.

Martinez¹,

Dye²,

González³

et al. 2021

Journal of Latinx Psychology

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Researchers in this qualitative study explored the perspectives and experiences of individuals with Deferred Action for Childhood Arrivals (DACA) status or without authorized immigration status in a way that was strengths-based and humanizing, as opposed to critical and blaming. The researchers drew from a community cultural wealth (CCW) theoretical model in order to focus on the resilience and persistence of people who are striving and attempting to thrive in a new receiving area in the southeast U.S. Twelve Latinx participants in new immigrant communities were interviewed. An interpretive phenomenological analysis (IPA) qualitative research design was employed and themes identified. The themes reflected participants experiences (e.g., wanting a chance to contribute, experiencing discrimination, seeking to be acknowledged as human beings, persisting in spite of adversity, being an ambassador to English speaking groups), which were organized post-hoc under the CCW framework. The discussion includes recommendations to recognize and bolster these strengths in the community as well as confronting the structural biases that undermine them. Findings in this study are significant for psychologists and other helping professionals in emerging immigrant communities who may need tools to push back on deficit-based narratives about immigrants. Public Significance StatementWe believe this article will be of interest to the readership of the journal because the perspectives and experiences of individuals with DACA status or without authorized immigration status need to be heard from a strengths-based and humanizing perspective, as opposed to critical blaming. We build upon Yosso's (2005) theory of cultural and community wealth, with some flexible application to a new regional context. It is timely at the current juncture in the political and social life of our country, when psychologists and other health care providers are seeing increased negative impacts for the Latinx immigrant community, particularly the portion that does not have permanent legal status. We hope to make a contribution by providing a pathway for the perspectives and insights of the community members to be heard, most particularly those in an understudied emerging immigrant area in the southeast.

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Section: Discussionsupporting

confidence: 60%

Section: Conceptual Frameworkmentioning

confidence: 99%

Striving to thrive: Community cultural wealth and legal immigration status.

Martinez¹,

Dye²,

González³

et al. 2021

Journal of Latinx Psychology

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“…Kyburg et al (2007) study three urban schools serving primarily students of color and find that successful AP programs are guided by educators who believe all students can succeed and a flexible approach to scaffolding and support for diverse students. In her interviews of Latina/o first-year college students from an urban high school, Duncheon (2017) finds that the students struggle with college writing, in part, because the style of writing assignments in their AP classes did not align with the expectations of college.…”

Section: The Challenge Of Effectivenessmentioning

confidence: 99%

Advanced Placement: The Dual Challenge of Equal Access and Effectiveness

Kolluri

2018

Review of Educational Research

103

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The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school. The curriculum was initially designed for "superior" students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to offer effective college preparation while expanding beyond the populations it was initially designed to serve. This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework. Assessing whether these barriers can be overcome, however, demands new approaches to AP research.

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“…Some students were consciously choosing alternate routes to graduating high school, such as charter or alternative high schools, because conventional public school systems were not a good fit or were not able to accommodate their family challenges. As indicated by the ecological systems theory framework, it is clear that youth are active agents in creating and shaping their destiny; in other words, they are not only affected by environmental factors, but they are also engaged in learning how to navigate through challenges in academic settings (Duncheon, 2018; Hill et al, 2003; Kiyama, 2018; Ovink, 2017). In addition, the ecological systems theory argues that a phenomenological perspective of individual youth is important to consider in youth development because it provides clues to understanding their actions based on how they interpret the socially embedded contexts that they live in.…”

Section: Discussionmentioning

confidence: 99%

“I had (my dreams) on hold, I had to …”: Mexican Descent Youth Discuss Factors That Lead to Leaving High School

2020

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Despite Latinx students having the second highest rates of dropouts compared with other racial/ethnic groups, few studies qualitatively examine how Latinx youth view the academic and family contexts of leaving school. In this study, 16 Mexican descent youth from low-income backgrounds discussed why they felt pushed out of high school in focus groups. Grounded theory analysis revealed that youth perceive a lack of caring within schools and feel that they are blamed for lack of academic progress. Some youth felt they had to put their dreams on hold due to family stressors and lack of school resources—yet, they sustained hope for future career aspirations.

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“You have to be able to adjust your own self”: Latinx students’ transitions into college from a low-performing urban high school

Cited by 17 publications

References 38 publications

Striving to thrive: Community cultural wealth and legal immigration status.

Striving to thrive: Community cultural wealth and legal immigration status.

Advanced Placement: The Dual Challenge of Equal Access and Effectiveness

“I had (my dreams) on hold, I had to …”: Mexican Descent Youth Discuss Factors That Lead to Leaving High School

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