Education Commons^™

Reconceptualizing Cultural Competence: White Placeling De-/Reterritorialization Within Teacher Education, Melissa Winchell

Graduate Doctoral Dissertations

This ethnography reconceptualizes the paradigm of cultural competence used within the literature on teacher education to describe the multicultural learning of White teacher candidates. Within the cultural competence framework, White learning is problematic, dichotomously defined, and fixed. The binary of competence/incompetence established by this paradigm has recently been questioned within the literature as deficit-based and in conflict with postmodern, critical theories of learning and teaching espoused by multicultural education espouses. This study of the researcher's multicultural education class at a private, religious, four-year undergraduate college on the East Coast of the United States used co-constructed pedagogical practices--including a co-constructed community …

Urban School Counselor Preparation Through Service Learning: Development Of Multicultural And Social Justice Awareness (Tsccain), Amy Cook, Laura Hayden

Counseling and School Psychology Faculty Publication Series

Given the increasing diversity in our nation’s schools and communities, preparing school counseling students to understand and address systemic inequities are instrumental in the development of counseling skills and techniques. This session will provide counselor educators with methods to implement a uniform service-learning approach to teaching school counseling field experience seminars, while incorporating ideas for developing students’ multicultural competency and social justice awareness.

Campus Climate Assessment Report Results, Georgianna Melendez, Office Of Diversity And Inclusion, University Of Massachusetts Boston

Office of Diversity and Inclusion Publications

In 2012, Chancellor J. Keith Motley, through the Office of Diversity and Inclusion, commissioned a campus climate assessment study of the University of Massachusetts Boston. To minimize internal bias, the University contracted with Rankin & Associates (R&A) to facilitate the project. The full report is available here.

This is a presentation by the Office of Diversity and Inclusion reviewing the results of that assessment.

University Of Massachusetts Boston: Campus Climate Project Final Report, September 2013, Rankin & Associates, Consulting

Office of Diversity and Inclusion Publications

The University of Massachusetts Boston is dedicated to fostering a caring university community that provides leadership for constructive participation in a diverse, multicultural world. The University has a long history of supporting initiatives that foster an inclusive living, learning, and working environment. The University’s mission statement offers the commitment of the institution to supporting an inclusive environment. The University also includes diversity and inclusion among its seven core values indicating its importance.

UMass Boston’s long term commitment to diversity and inclusion is evident in the curriculum, in research, and in the commitment to community engagement and participation. As an example, …

Latinos In Massachusetts Public Schools: Brockton, Michael Berardino

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the city of Brockton. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that has been analyzed by the Gastón Institute for the 2013 Latinos in Massachusetts Regional Meeting in New Bedford. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district. The first section illustrates the demographic shift occurring in the Brockton Public …

Latinos In Massachusetts Public Schools: Fall River, Michael Berardino

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the city of Fall River. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that has been analyzed by the Gastón Institute for the 2013 Latinos in Massachusetts Regional Meeting in New Bedford. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district. The first section illustrates the demographic shift occurring in the Fall …

Latinos In Massachusetts Public Schools: New Bedford, Michael Berardino

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the city of New Bedford. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that has been analyzed by the Gastón Institute for the 2013 Latinos in Massachusetts Regional Meeting in New Bedford. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district. The first section illustrates the demographic shift occurring in the New Bedford …

Latinos In Massachusetts Public Schools: Taunton, Michael Berardino

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the town of Taunton. It is based on publically available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that has been analyzed by the Gastón Institute for the 2013 Latinos in Massachusetts Regional Meeting in New Bedford. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district. The first section illustrates the demographic shift occurring in the Taunton Public Schools, …

Two-Way Bilingual Education In Boston Public Schools: Required Features, Guidelines And Recommendations, Virginia Diez, Faye Karp

Gastón Institute Publications

The current investigation was conceived to support the expansion of two-way bilingual programs in BPS. Two-way bilingual (TWB) is an intrinsically equitable educational model which provides children from different linguistic, socio-economic, and racial backgrounds a rigorous, enriching education. All students are expected to attain high achievement markers by state and federal standards, as well as bilingualism, biliteracy, and cultural competencies in English and a partner language (Spanish most frequently). This report, which defines TWB narrowly as one in a handful of dual-language education options, establishes a baseline of practices that are widely regarded as pivotal features of well-implemented TWB programs. …

Community University Project For Literacy (Cupl), Carol Chandler-Rourke

Office of Community Partnerships Posters

The Community-University Project for Literacy (CUPL) provides an academic structure for undergraduates to provide 40 hours of service each semester as tutors at community-based learning centers while attending a credit-bearing seminar at UMass/Boston. Course are: Language, Literacy and Community (Fall) and ESL Tutor Training Seminar (Spring).

Umass Boston’S School Counseling Program At Dever-Mccormack School, Amy L. Cook, Laura A. Hayden, Allie Scherer, Raphael Apter, Pamela Belford, Michael Sabin

Office of Community Partnerships Posters

Given the burgeoning Latino population and the minimal research on school counseling interventions with this population, we purport to implement a culturally sensitive intervention promoting academic success among Latina youth that includes life skills, academic skills, and Latino dance.

Asian American Studies Program: Community-Centered Commitments And Pathways In The Asamst Curriculum, Asian American Studies Program, University Of Massachusetts Boston

Office of Community Partnerships Posters

UMass Boston offers the most Asian American Studies courses, faculty, and community linkages of any university in New England. Through culturally-responsive instruction in the classroom and holistic practices of mentoring, community-building, service-learning, and advocacy, we address the social and academic needs of students as well as the critical capacity-building needs of local Asian American communities. Our alumni include teachers, social workers, health care providers, business entrepreneurs, and leaders of local Asian American community organizations where we sustain vital, long-term partnerships.

The Early Intervention (Ei) Scholars Program, Angi Stone-Macdonald, Anne Douglass

Office of Community Partnerships Posters

The University of Massachusetts Boston has developed an integrated, research-based early intervention concentration in our Early Education and Care Inclusive Settings (EECIS) bachelor’s degree program. The program involves collaboration with partners in early childhood education (EC) and early intervention (EI) in the Greater Boston region; addresses the need for more high quality, culturally and linguistically diverse early intervention specialists.

The Talented And Gifted (Tag) Latino Program: Providing Holistic Support To Boston Students In Grades 6-12 Through Programming Focused On The Development Of Academic Skills, Leadership Skills And Community Building, Ilyitch Nahiely Tábora, Institute For Learning & Teaching, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Talented And Gifted (TAG) Latino Program has served the academic, personal and social needs of Boston Public Schools middle and high schools Latino students and English Language Learners since 1985. TAG offers holistic, year-round support to approximately 600 students annually. Boston Public School (BPS) Latino students and English Language Learners (ELL) excel academically, socially and personally, so as to improve their ability to succeed in high school and at the postsecondary level.

Obesity Prevention Among Latino Youth: School Counselors’ Role In Promoting Healthy Lifestyles And Academic Success, Amy Cook, Laura Hayden

Counseling and School Psychology Faculty Publication Series

Numerous psychological and behavioral consequences of obesity have been identified, including low self-esteem, depression, and poor academic performance. Given the higher obesity rates among Latino children and adolescents compared to their white counterparts, this session will provide school counselors with specific recommendations on how to implement an obesity prevention program in a culturally-sensitive manner that promotes development of healthy lifestyles and academic success.