Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- AB705;community college;educational mandate;educational reform;policy implementation;transformative change (1)
- African American Males ;Anti-Black Racism ;Fugitive Spaces ;Hermeneutic Phenomenology; Jesuit Education; Social Justice Leadership (1)
- Alternative Schooling;Classroom Practices;Community Building;Ethics of Care;Sense of Belonging;Teacher Philosophy (1)
- Anti-Racist;Community Supporting;Education;Educational Leadership;Mandated Reporting;Social Justice (1)
- BIPOC students;healing;hope;middle school;social justice;urban education (1)
-
- California community college;counseling faculty;faculty development;mentoring;onboarding (1)
- Catholic school leadership;COVID-19 impact;decentralized governance;decision-making;educational leadership;subsidiarity (1)
- Community cultural wealth;cultural capital;English learner or emergent bilingual or multilingual learner;gifted gap;Hispanic or Latino or Latinx or Latine;Title I school (1)
- Cultural Responsiveness; Hispanic/Latino Parent Involvement;Parent Engagement Strategies; Positive Relationships; Social Justice (1)
- Culturally responsive practices;elementary summer school;English Learners (1)
- Culturally responsive school leadership;Latino parent engagement;Latino parent involvement;Latino parent sense of belonging;Latino student success;Spanish-dominant parent engagement (1)
Articles 1 - 12 of 12
Full-Text Articles in Education
"They're Not Used To Being Seen": Teacher Reflections On Building Community And Belonging With High-Need Students, Celine Massuger
"They're Not Used To Being Seen": Teacher Reflections On Building Community And Belonging With High-Need Students, Celine Massuger
LMU/LLS Theses and Dissertations
In today’s education context, not all young people are able to complete their high school education. In fact, in 2016, the number of low-income young people ages 16 to 24 years who did not complete high school or were not enrolled in high school was 3.7 times higher than those of high-income families (McFarland et al., 2018). This may be due to discipline policies, conflicts with teachers and administrators, and other factors creating a poor school climate. The COVID-19 pandemic further created a sense of isolation amongst many students, causing disengagement from traditional approaches and revealing a need for an …
An Exploration Of Gifted Hispanic/Latino Students’ Educational Capital At One Title I Elementary School, Jasmin Solórzano Churchill
An Exploration Of Gifted Hispanic/Latino Students’ Educational Capital At One Title I Elementary School, Jasmin Solórzano Churchill
LMU/LLS Theses and Dissertations
Gifted programs, designed to enhance engagement and rigor for students exhibiting talent or potential beyond their peers in the general education classroom, are not equitably identifying and serving Hispanic/Latino students. This qualitative study explored gifted programming at a Title I elementary school located in a largely Hispanic/Latino community. Very few students received gifted services at the school, despite equity measures in place. Using a framework of educational capital, this study highlighted the cultural capital and community cultural wealth of gifted Hispanic/Latino students and provided suggestions for enhancing programming for this historically underidentified population of learners. Data were collected through semistructured …
Examination Of How Integrating Ethnic Studies And The Transformative Student Voice Framework In A Voice-Based Program Reinvigorated A Sense Of Community On A Middle School Campus, Jasmine Banks
LMU/LLS Theses and Dissertations
The middle school of study seeks to develop leaders in this world. However, the traditional oracy curricula and voice-based program the school originally adopted sought to develop students as future employees. Consequently, the problem at hand was how to connect the oracy curriculum to the principles of social justice to actualize the school’s mission. This qualitative study explored lessons from educators who have taught a voice-based course in an in-person and virtual environment. Specifically looking at the decisions middle school educators considered when integrating transformative student voice and ethnic studies into a voice-based course. From the lessons, decisions, and perspectives …
Reimagining The Onboarding And Mentoring Needs Of California Community College Counseling Faculty: An Ecological Systems Approach Using Narrative Inquiry, Philip Lantz
LMU/LLS Theses and Dissertations
Despite California community college counseling faculty having unique roles on their campuses due to their faculty status and their proximity to students, there is a lack of research related to the experiences of counseling faculty and how they can be supported by local and statewide leaders to best meet the needs of the diverse student populations that are currently being served within the California community college system. This qualitative research study utilized narrative inquiry to examine the current onboarding and mentoring experiences of California community college counseling faculty to evaluate both best practices as well as institutional gaps that negatively …
From Mandated Reporter To Community Supporter: Reimagining Schools And The Nexus To Address Intersectional Social Justice, Charity Chandler-Cole
From Mandated Reporter To Community Supporter: Reimagining Schools And The Nexus To Address Intersectional Social Justice, Charity Chandler-Cole
LMU/LLS Theses and Dissertations
From Mandated Reporter to Community Supporter: Reimagining Schools and the Nexus to Address Intersectional Social Justice, explores the transition from mandated reporting to community support within schools, focusing on the implications for Black families and the broader goal of addressing intersectional social justice. The study critically examines the role of schools beyond their educational mandate, highlighting their potential as pivotal hubs for supporting vulnerable populations and addressing systemic issues such as racism, bias, and poverty. Through a mixed-methods approach, incorporating both quantitative surveys and qualitative interviews, the research delves into the impact of mandated reporting on Black families, the understanding …
Leadership In Uncertain Times: An Analysis Of Decision-Making Processes Among Catholic Elementary School Principals In Low-Income Serving Communities, Gina Aguilar
LMU/LLS Theses and Dissertations
This qualitative study examined the decision-making processes among principals of parish-based Catholic elementary schools in low-income communities within the Archdiocese of Los Angeles, against the backdrop of a decentralized governance structure and increased financial pressures intensified by the COVID-19 pandemic. The study was grounded in a conceptual framework derived from contingency theories of leadership and decision-making research and investigated three areas: (1) the principals’ decision-making processes, (2) the situational factors influencing these processes, and (3) the pandemic’s impact on their decision-making processes. The findings revealed dynamic integration of cognitive, social, and procedural processes, rooted in faith and community collaboration. The …
“Middle Schoolers Are Just This Special Kind Of Human Being”: Middle School Teacher Perspectives On Creating Hope For Their Students And Themselves, Sheeba Jacob
LMU/LLS Theses and Dissertations
Anxiety and depression have increased for adolescent youth, particularly since the pandemic. For certain students, this anxiety and depression connects to trauma because of inequity and bias in schools. This qualitative study examined successful urban middle school teachers and their perspectives on conditions they created for hope in their classrooms and ways they created hope for themselves. Eight middle school teachers who taught humanities shared their insights through semi-structured interviews. Findings aligned with pedagogical practices the teachers used that centered hope and voice for students: culturally responsive practices, relational practices, and justice-oriented practices. These specific teachers cared deeply about their …
Mamás Metidas: Empowering Latinx Spanish-Dominant Parents In Independent Schools Through Culturally Responsive School Leadership, Silvia Salazar Rivera
Mamás Metidas: Empowering Latinx Spanish-Dominant Parents In Independent Schools Through Culturally Responsive School Leadership, Silvia Salazar Rivera
LMU/LLS Theses and Dissertations
Latinx families, particularly those whose primary language is Spanish, are significantly underrepresented in independent schools nationwide and experience barriers to engaging in their children’s education. Recognizing the crucial role of parent engagement in student academic success and socioemotional well-being, this research aimed to understand the unique challenges faced by Spanish-dominant parents in navigating the independent school contexts. Grounded in Khalifa et al.’s (2016) culturally responsive school leadership framework, the study intended to identify effective practices and strategies that facilitate Spanish-dominant parent engagement. The narrative data, collected through both a group plática and individual interviews, offered valuable insights into the experiences …
The Potential To Be The Most Historic Higher Education Reform Effort Of Our Time: Implementation Of Ab705, Kristina Martinez
The Potential To Be The Most Historic Higher Education Reform Effort Of Our Time: Implementation Of Ab705, Kristina Martinez
LMU/LLS Theses and Dissertations
The Potential to Be the Most Historic Higher Education Reform Effort of Our Time: Implementation of AB705 As a result of California Assembly Bill 705(AB705, 2017) and California Assembly Bill 1705 (AB1705, 2021), most 1st-year students will enroll directly into transfer level math and/or English courses (Baca, 2021; Lopez, 2022; Melguizo et al., 2022; Sims, 2020). Students once placed into remedial coursework before enrolling in transfer level coursework may need more student support services to ensure course completion and retention (Atkins & Beggs, 2017; Baca, 2021; Cook, 2016; Lopez, 2022; Melguizo et al., 2022; Sims, 2020). The recent implementation of …
Elementary Summer School: Culturally Responsive Practices And Academic Outcomes For English Learner Students In Grades 4–6, Laurie May Virtusio
Elementary Summer School: Culturally Responsive Practices And Academic Outcomes For English Learner Students In Grades 4–6, Laurie May Virtusio
LMU/LLS Theses and Dissertations
This mixed-method study explored the culturally responsive practices of a midsized, Southern California school district that used Expanded Learning Opportunities Program (ELOP) state funding to implement a voluntary summer program accessible to TK–6 grade students district-wide. Qualitative data gathered from semistructured interviews with the principal on special assignment (POSA), three upper-grade summer school teachers, and three school outreach liaisons (SOLs) highlighted the culturally responsive practices of the school district to address student and family needs, focusing specifically on English learners (ELs). Quantitative data from the school district examined included the summative test scores for EL students in Grades 4–6. Although …
When School Was Not Designed For Your Family: A Culturally Responsive High School Parent Engagement Guide, Julia Straszewski
When School Was Not Designed For Your Family: A Culturally Responsive High School Parent Engagement Guide, Julia Straszewski
LMU/LLS Theses and Dissertations
Beginning with a brief historical analysis of how the education system came to be and an analysis of culture, themes came forth demonstrating the White Anglo-Saxon Protestant (WASP) roots of education no longer align with the diversity of society. Parental engagement in education has been veered as a pillar of overall success; however, it was consistently view through a nonculturally responsive lens and geared toward early childhood and elementary education, leaving out high school as an equally important facet of a child’s development. Synthesizing the themes of cultural responsiveness, parental engagement, and positive relationships, a culturally responsive guide emerges to …
Reclaiming Black Spirit: Redefining Social Justice Leadership With And For Black Youth In Jesuit Secondary Schools, Jeremy Divinity
Reclaiming Black Spirit: Redefining Social Justice Leadership With And For Black Youth In Jesuit Secondary Schools, Jeremy Divinity
LMU/LLS Theses and Dissertations
There were contradictions from the beginning regarding Jesuit education’s mission of faith, which does justice and supports African American male students. Limited research examined the experiences of African American males attending Jesuit secondary schools and their perceived support from Jesuit school leadership in ensuring they had increased feelings of belonging, inclusion, and culture through social justice efforts. In order to address this gap, this qualitative hermeneutic phenomenological study centers on the lived experiences of African American male alumni in Jesuit secondary schools regarding social justice leadership and how they make meaning of their racialized and gendered experiences while attending a …