Education Commons^™

“Push It Real Good!”: The Challenge Of Challenging Dominant Discourses Regarding Race In Teacher Education, Kara Mitchell, Cheryl E. Matias, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon

Cheryl Matias

Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues teacher candidates of color faced in the program. Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories (Love, 2004), were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program. In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. For …

“Loving Whiteness To Death: Sadomasochism, Emotionality, And The Possibility Of Humanizing Love”, Cheryl E. Matias, Ricky Lee Allen

Cheryl Matias

Although scholars have articulated how whites institutionally, economically, and socially invest in their whiteness, they have paid little attention to white emotionality. By explicating a critical, more humanizing theory of love that accounts for the painful process of sharing in the burden of creating humanity, this psychoanalytic theoretical essay illustrates how the norms and values of white emotionality are premised on a sadomasochistic notion of love. Finally, the authors re-imagine a different set of norms and values through a critical humanizing pedagogy of love, one that can only be realized when whites learn to “love whiteness to death.” That is, …

And Our Feelings, Just Don’T Feel It Anymore”: Re- Feeling Whiteness, Resistance, And Emotionality, Cheryl E. Matias

Cheryl Matias

To effectively deliver racially just projects, we must theoretically understand from where emotional resistance to them stems, why this resistance is regularly expressed, and what role they play in stifling antiracism. This theoretical paper examines how emotional investment in whiteness recycles normative behaviors of white resistance and unveils how they painfully reinforce the supremacy of whiteness. Using a black feminist approach to emotionality and an interdisciplinary approach to critical whiteness studies and critical race theory, this paper begins with positing how the emotions of white resistance are rooted in the shame of revealing a repressed childhood racial abuse. The concern …

On Being An Efl Textbook Author, Richard Stirling

Richard Stirling

Culturally Competent Assessment Of English Language Learners (Book Chapter), B. Perez, Bryn Harris

Bryn Harris

No abstract provided.

Cross-Cultural Perspectives Of Gifted Education (Book Chapter), Bryn Harris

Bryn Harris

No abstract provided.

Arewa House Arabic Manuscript Conservation Laboratory, Michaelle L. Biddle

Michaelle Biddle

A brochure describing the services offered by the Arewa House (Ahmadu Bello University, Kaduna) Arabic Manuscript Conservation Laboratory

The Morning After Pill, Carlos Hipolito-Delgado

Carlos P. Hipolito-Delgado

No abstract provided.

A Conceptual Approach To Counseling With Latina/O Culture In Mind, Carlos Hipolito-Delgado, Jessica Diaz

Carlos P. Hipolito-Delgado

This is a chapter from Multicultural Counseling: New Approaches to Diversity by C.C. Lee

Decoding The Ethnic Labels Used By Undergraduates Of Latin American Descent, Carlos Hipolito-Delgado

Carlos P. Hipolito-Delgado

Ethnic labels provide insights to a client’s self-definition and meaning making. Results from a study of 500 undergraduates indicate that those who identified as Chicana/o, Latina/o, Hispanic, “hyphenated American” (e.g., Cuban American), or who identified by nationality differed on key psychological constructs. The importance of self-definition in counseling and research is discussed.

Developing Counseling Students’ Multicultural Competence Through The Multicultural Action Project, Carlos Hipolito-Delgado, Jennifer Cook, Elaine Avrus, Erica Bonham

Carlos P. Hipolito-Delgado

The Multicultural Action Project (MAP) is a cultural immersion project that requires counseling students to engage with diverse cultural com- munities on 3 levels: observation, information seeking, and action. To ascertain if participating in MAP improved the multicultural competence of graduate counseling students, the authors conducted an evaluation in which narrative analysis was used to examine the experiences of 3 graduate counseling students who participated in MAP. Through their narratives, the participants reported increased knowledge, awareness, and skills. The importance of sustained contact and interpersonal re- lationships in improving student learning outcomes is discussed and recommendations are provided.

Exploring The Etiology Of Ethnic Self-Hatred: Internalized Racism In Chicana/O And Latina/O College Students, Carlos Hipolito-Delgado

Carlos P. Hipolito-Delgado

Internalized racism is rarely discussed in student affairs. Despite the negative effects of internalized racism on the mental health and identity development of college students of color, little is known about its etiology. Based on theoretical conceptions, the author explores if perceived racism and/or U.S. acculturation act as predictors of internalized racism in the Chicana/o and Latina/o community. Using multiple linear regression, U.S. cultural identity and perceived interpersonal racism acted as predictors of internalized racism for Chicana/o and Latina/o college students. The implications of these findings and the need for further research are discussed.

Illuminating The Shadows: Sociopolitical And Counseling Needs Of Undocumented Mexican Immigrants, Carlos Hipolito-Delgado, Jolee Mann

Carlos P. Hipolito-Delgado

Although undocumented Mexican immigrants live in the shadows of U.S. society, they represent a growing demographic with unique sociopolitical and counseling needs. Due to limited educational achievement, limited economic opportunity, discrimination, and exclusionary policies, undocumented Mexican immigrants live a marginalized existence. Additionally, acculturative stress, changing gender roles, and fear of deportation negatively impact the psychological well-being of undocumented Mexican immigrants. Fortunately, community outreach, rapport building strategies, psycho-educational groups, and brief solution therapy have demonstrated success when working with this community. This article aims to inform counselors and psychologists about the sociopolitical conditions faced by undocumented Mexican immigrants, to explore the …

The Lived Experience Of Cultural Immersion, Carlos Hipolito-Delgado, Jennifer Cook, Elaine Avrus, Erica Bonham

Carlos P. Hipolito-Delgado

This article presents the findings of a grounded theory study of 3 graduate students’ lived experience of cultural immersion. Results indicated that participants experienced 3 phases (goal setting, interaction, and evaluation) and 4 themes (bias, gender, barriers, and selfawareness) during immersion. Recommendations for the implementation of immersion experiences are discussed.

Context-Perception Model Of Third Language Learning Motivation, Masanori Matsumoto

Masanori Matsumoto

Through Matsumoto’s recent studies (2009, 2011) on foreign language learners’ motivation in Australian context, a third cultural factor has been detected. Both studies have revealed that besides the conventional account of the cultural distance between learners’ own culture and that of target language, the distance between learners’ own culture and the Australian educational culture in which their language learning occurs also influences the learners’ motivational state. That is, when learners learn a second foreign language in the second language educational context, this additional third culture plays an additional role which affects learner motivation. The study of cultural distance as a …

Forging Ahead To College: Latino And African American Students’ Experiences With Their Former School Counselors, Amy Cook, Arthur Mccann

Arthur McCann

According to the National Center for Education Statistics, a student drops out of school every nine seconds, with Latino and African American students being disproportionately represented. A survey-based study conducted with a diverse group of college students regarding experiences with their former high school counselor revealed evidence-based interventions that could be implemented with Latino and African American students to promote college attainment. This session will provide you with the knowledge to address impediments that Latino and African American students encounter and how to promote college access. Discussion and sharing information about various school counselor practices will be encouraged.

Higher Education Preparation And Decision Making Trends Among International Students, Krishna Bista, Amy Dagley

Krishna Bista

Damunwha Students’ Funds Of Knowledge In English: A Qualitative Case Study In The South Korean Context, Miso Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This study explores the interface between multicultural, or Damunwha, students’ households and English learning in the Korean context. Korea is a relatively homogeneous nation in terms of its ethnic and cultural diversity. In this context, students whose parent(s) are not Korean are labeled as Damunwha students. Despite their minority position, the students have accumulated multilingual and multicultural funds of knowledge, the experience and culture unique to their households. Their use of funds of knowledge in English learning was analyzed from an ecological perspective, which emphasizes learners’ active agency in learning. Two junior-high school students from international marriage families and two …

Initial Career Motives And Demotivation In Teaching English As A Foreign Language: Cases Of Korean Efl Teachers, Tae-Young Kim, Yoon-Kyoung Kim

Dr. Tae-Young Kim (김태영, 金兌英)

In order to broaden understanding of English as a foreign language (EFL) teacher motivation, this study examines Korean EFL teachers’ initial job motives and demotivating factors. Four psychological constructs emerged regarding initial career motives: Global Orientation, Job Security, Altruism, and Ought-to Self. Among the constructs, global orientation proved to be the most popular reason for choosing an EFL teaching career. This study also showed three constructs for detrimental factors on EFL teacher motivation: Obstacles to Communicative Language Teaching, Inadequate Administrative Support, and Lack of Social Recognition. It was shown that obstacles to communicative language teaching contributed to the greatest demotivation.

Challenges To Multiculturalism, Jorge Capetillo-Ponce

Jorge Capetillo-Ponce

An anti-bilingual education referendum was offered to citizens of Massachusetts in November of 2002. The referendum read, in part, “The current state law providing for transitional bilingual education in public schools will be replaced with a law requiring that, with limited exceptions, all public school children must be taught English by being taught all subjects in English and being placed in English language classrooms.” The University of Massachusetts Gaston Institute analyzed the results of that referendum, here reported on by Jorge Capetillo-Ponce.

The Vote On Bilingual Education And Latino Identity In Massachusetts, Jorge Capetillo-Ponce

Jorge Capetillo-Ponce

In November 2002, the Massachusetts electorate voted overwhelmingly to pass Referendum Ballot Question 2 (Q. 2), sponsored by California millionaire Ron Unz. The passage of this initiative by close to 70% of the voters effectively ended bilingual education in the state as it had been known for thirty years. Exit polling done at selected cities in Massachusetts by the Mauricio Gaston Institute and UMass Poll revealed, however, that out of a total 1,491 Latinos polled, a vast majority of them, around 93%, had voted in favor of rejecting Q. 2 and keeping bilingual education in place. Indeed, Q. 2 became …

The Effect Of Parents' Child-Rearing Attitudes On High School Students' English Learning Motivation And Achievement, Eun-Kyung Park, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

Antonio Gramsci: Life And Impact On Critical Pedagogy, Arturo Rodriguez, Matthew David Smith

Arturo Rodriguez

Antonio Gramsci was born in the province of Cagliarli, Sardinia on 22 January 1891. One of seven children, his formative years was spent roaming the hills of Sardinia. Antonio's political understanding was heavily influenced by the Socialism of his brother Gennaro and the imprisonment of his father, Francesco, from 1898-1904. Francesco's imprisonment caused Antonio to curtail his formal education and take up employment. This continued for several years until Francesco was released, allowing young Antonio to return to formal studies.

As Different As Night And Day: The Ways Japanese Adult Working Learners In An Eop Program Learn Differently From University Students, Yuko Hijikata-Someya, Robert A. Eckhart

Robert A. Eckhart

The Ohio State University launched a language training program customized for a Japanese company in May, 2014. This program targets approximately 340 Japanese workers transferred from Japan to Canada, the U.S. and Mexico. Teaching materials are delivered online and we provide digital classrooms so that they could study English wherever they are. In addition to the typical challenge in ESP – matching content with their needs – and the language distance between their L1 Japanese and L2 English, we have many challenges that relate to working adult learners’ perceptions of English learning and their learning styles. This article discusses Japanese …

The Effect Of Motivational Languaging Activities On L2 Learning Motivation: Cases Of Efl Students In South Korea, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This study highlights the effect of languaging activities on students' EFL-learning motivation. By presenting two different studies, I argue that Swain's concept of languaging can be applied to primary/secondary school students' L2 learning. Motivational languaging activities were particularly useful for elementary school students. Opinion writing group showed significant increase in their motivational constructs at the end of experimentation.

Promoting Access To Medical Education For Low-Income Students, Elizabeth Peck, Russell Warne, Anne Blum, Paul Hermesmeyer, Elizabeth Lopez, William Thomson

Russell T Warne

In 2001, the 77th Texas Legislature established a statewide BS/MD/DO pipeline program called the Joint Admission Medical Program (JAMP) to increase opportunities for economically disadvantaged Texas students to access medical education. JAMP partners all of the state's four-year public and private colleges and universities with Texas's nine medical schools. The first JAMP students entered the undergraduate component of the program in 2003. This group of students and subsequent cohorts of entering students were recruited, tutored, counseled and mentored by health professional advisors known as JAMP Faculty Directors (JFDs). To date, 1076 Texas undergraduate students have entered JAMP, 538 have matriculated …

Elderly Korean Learners' Participation In English Learning Through Lifelong Education: Focusing On Motivation And Demotivation, Tae-Young Kim, Yoon-Kyoung Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This study explores motivational and demotivational factors in English learning among elderly learners attending a lifelong education institute located in Seoul, South Korea. A total of 420 elderly learners with limited English learning experience responded to a questionnaire with 47 five-point Likert-type items. In order to investigate what factors encourage and discourage elderly learners in their participation in English learning, we conducted factor analysis, which indicated five motivational and three demotivational constructs. The motivational factor of self-actualization proved the most influential, while pressure from the Graduation Equivalency Examination was the most demotivating. It was found that the motivational factors demonstrated …

A Critical Study Of Language Minority Students' Participation In Language Communities In The Korean Context, Miso Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

In South Korea, Damunwha students (students from multicultural family backgrounds) have difficulties at school because of others’ derogatory perception of them and the different linguistic and cultural settings. In light of this issue, this paper addresses the Damunwha students’ identities and participation within the language communities from a community of practice perspective and a critical pedagogy perspective. Four students (two from international marriage families and two from immigrant workers’ families), their teachers, and their supervisors participated in the study from March to April 2013. The findings suggest that Damunwha students’ participation in Korean society depends on their resources, others’ perception …

Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams

Susan Adams

Many mainstream educators of English language learners (ELLs) have experienced neither adequate pre-service preparation nor appropriate in-service professional development. Yet, ELLs are one of the fastest growing student populations in the United States. While practicing teachers typically espouse the view that all students can learn, they often lack the knowledge and skills necessary to support ELLs in their academic and language development.This gap in preservice teacher education programs often leads general education teachers to rely heavily on bilingual paraprofessionals and language teachers for educating ELL students. This paper describes a 5-year professional development initiative, Project Alianza, during which the researchers …

Audacious Translation: Learning The Double Bind To Translate Spivak, Susan R. Adams

Susan Adams

In Chapter 12 of An Aesthetic Education in the Era of Globalization (2012), Spivak eludes apprehension, spurns comprehension, and resists neat translation as I, an American educator, feebly reaches and grasps to make sense of what is meant by an aesthetic education as Spivak translates the act of translation. Caught and othered in learning the double bind of translation, I find no answers, only new questions as I grope toward ways to conceptualize and to name this moment for language educators: Can and should the convenient genie of English as the language of power and globalization be pushed back into …