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Full-Text Articles in Education

Targets But Not Victims: Latina/O College Students And Arizona’S Racial Politics, Nolan L. Cabrera, Julian J. Mendez Dec 2014

Targets But Not Victims: Latina/O College Students And Arizona’S Racial Politics, Nolan L. Cabrera, Julian J. Mendez

Nolan L. Cabrera

This study examines the experiences of 18 Latina/o students attending the University of Arizona in the wake of SB 1070 (anti-immigrant) and HB 2281 (anti-Mexican American Studies). Students experienced a hostile campus climate; however, many channeled their frustrations into political engagement. Findings indicate that despite anti-Latina/o legislation and a hostile campus racial climate, students do not necessarily become racial victims. Practitioners should create opportunities for students to engage in dialogue, which critically analyzes racial policies.


“If There Is No Struggle, There Is No Progress”: Transformative Youth Resistance And The School Of Ethnic Studies., Nolan L. Cabrera Dec 2012

“If There Is No Struggle, There Is No Progress”: Transformative Youth Resistance And The School Of Ethnic Studies., Nolan L. Cabrera

Nolan L. Cabrera

In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely ‘‘ditching,’’ and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance ...


Can A Summer Bridge Program Impact First-Year Persistence And Performance?: A Case Study Of The New Start Summer Program, Nolan L. Cabrera, Danielle D. Miner, Jeffrey F. Milem Dec 2012

Can A Summer Bridge Program Impact First-Year Persistence And Performance?: A Case Study Of The New Start Summer Program, Nolan L. Cabrera, Danielle D. Miner, Jeffrey F. Milem

Nolan L. Cabrera

This longitudinal study assesses the impact of the University of Arizona’s New Start Summer Program (NSSP) on participants’ first year GPA and retention, controlling for incoming student characteristics. While programmatic participation significantly predicted first-year GPA and retention, this relationship became insignificant when controlling for first-year college experiences and student development. Programmatic efficacy is largely determined not only by how practitioners develop participants’ cognitive abilities, but also how effectively they connect them to social and academic support networks during their first year of college. Within this context, programmatic impact is likely indirect which poses a number of methodological and resource ...


A State-Mandated Epistemology Of Ignorance: Arizona’S Hb2281 And Mexican American/Raza Studies, Nolan L. Cabrera Dec 2011

A State-Mandated Epistemology Of Ignorance: Arizona’S Hb2281 And Mexican American/Raza Studies, Nolan L. Cabrera

Nolan L. Cabrera

No abstract provided.


“Ganas”: From The Individual To The Community, And The Potential For Collective Action., Nolan L. Cabrera, Patricia D. Lopez, Victor B. Saenz Dec 2011

“Ganas”: From The Individual To The Community, And The Potential For Collective Action., Nolan L. Cabrera, Patricia D. Lopez, Victor B. Saenz

Nolan L. Cabrera

No abstract provided.


Counterbalance Assessment: The Chorizo Test, Nolan L. Cabrera, George A. Cabrera Dec 2007

Counterbalance Assessment: The Chorizo Test, Nolan L. Cabrera, George A. Cabrera

Nolan L. Cabrera

No abstract provided.


Entering And Succeeding In The “Culture Of College”: The Story Of Two Mexican Heritage Students, Nolan L. Cabrera, Amado M. Padilla Dec 2003

Entering And Succeeding In The “Culture Of College”: The Story Of Two Mexican Heritage Students, Nolan L. Cabrera, Amado M. Padilla

Nolan L. Cabrera

In this retrospective study, the academic resilience of two individuals of Mexican heritage who graduated from Stanford University is described. The respondents (a woman and a man) now in their early 20s came from home backgrounds of extreme impoverishment and adversity. By means of in-depth interviews the challenges the two respondents faced in school beginning in kindergarten and continuing through their graduation from Stanford is described. Both respondents attribute their academic success to the support given them by their mothers and their personal motivation to succeed in school; however, the authors show that this was also possible because the respondents ...