Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Community And Safe Spaces For English Language Learners In Bilingual/Dual Immersion Settings, Miriam Pazos
Community And Safe Spaces For English Language Learners In Bilingual/Dual Immersion Settings, Miriam Pazos
Education | Master's Theses
This qualitative study explores teachers' understanding of English Language Learners and newcomer students' need for a sense of belonging and safe spaces in a bilingual/dual immersion classroom. The goal was to identify some best practices for teachers to create an inclusive classroom for multilingual students. This research uses the lens of two frameworks, Acompañamiento (Sepúlveda III, 2011) and Culturally Responsive Pedagogy. According to Sepúlveda III (2018), Acompañamiento is a response to globalization where there is a need to understand a student's humanity and the need to be part of a community. Acompañamiento is about engagement with one another without goals …
Understanding Multilingual/Multicultural Immigrant High Schoolers’ Multilayered Identities And Imagined Futures, Mehtap Akay
Understanding Multilingual/Multicultural Immigrant High Schoolers’ Multilayered Identities And Imagined Futures, Mehtap Akay
Theses, Dissertations and Culminating Projects
This qualitative dissertation study explored how multilingual/multicultural immigrant high schoolers’ multilayered identities intersected and shaped their experiences and imagined futures. I used intersectionality as a social action theory (Hill-Collins, 2019) as a theoretical lens to examine how multiple aspects of multilingual/multicultural immigrant high schoolers’ identities, such as socioeconomic status (SES), race, ethnicities, immigration, linguistic, social, and cultural backgrounds intersected and affected their perceptions of self, in and out of school experiences, access to resources and support, and imagined futures. While there is an increasing number of studies about schooling experiences and inequities that multilingual/multicultural immigrant high schoolers in U.S. public …
Ways To Increase Retention Rates Among American Indian/Alaskan Native Students At Community Colleges, Sarah R. Wheeler
Ways To Increase Retention Rates Among American Indian/Alaskan Native Students At Community Colleges, Sarah R. Wheeler
Culminating Experience Projects
American Indians/Alaskan Natives (AI/AN) pursue higher education disproportionately compared to other populations. Literature indicates that a sense of belonging significantly impacts AI/AN students' persistence rates at community colleges. Sense of belonging and support from community colleges and families directly influence student success in higher education. AI/AN students are grounded in their community and have desires to build their cultural capital. Obtaining a degree will strengthen their community and, ultimately, their nation. It is essential for AI/AN students and parents to feel equipped with resources and ways community colleges support marginalized students. Creating a student and parent orientation, access to a …
Access Does Not Guarantee Inclusion: An Exploration Of Student Organizations Fostering Belonging For Black And Minority Students At A Faith-Based Institution, Heidi Neely
Doctor of Education Dissertations
Black and minority students often do not persist to graduation and voluntarily drop out due to dissatisfaction with the lack of inclusivity and belonging experiences at predominantly White institutions (PWIs). This research examined the sense of belonging and inclusion for Black students at Southern Cross College (SCC; pseudonym), a private, faith-based institution located in an urban city in the southeastern region of the United States. All students are welcomed at SCC; however, there is an obscure caveat. Students whose identities align with specific diverse characteristics (ethnicity, gender, sexuality, religious belief) may find themselves feeling isolated, excluded, and ostracized from the …