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Direct linkCinthya Salazar; Cindy Barahona; Francesco Yepez-Coello – Journal of Higher Education, 2024
In this longitudinal qualitative study, we examined how 23 undocumented college students with and without DACA navigated the college graduation process and transitioned out of higher education. Despite the growing number of undocumented students with and without DACA enrolling and graduating from college over the past 10 years, few studies have…
Descriptors: Longitudinal Studies, Undocumented Immigrants, College Graduates, Social Influences
Daniel P. Moore – Voices from the Middle, 2024
As some argue that the system of enacting classroom-level student activist work around literacy assessment isn't worthwhile, this article considers that system and the status quo, largely defined by the standardized testing enterprise. The focus is on the value of everyday, classroom-level advocacy work around assessment--also known as…
Descriptors: Literacy, Evaluation, Classroom Environment, Activism
Camangian, Patrick; Cariaga, Stephanie – Race, Ethnicity and Education, 2022
The ahistorical objectives of social and emotional learning fall short of repairing the cultural contempt of hegemonic miseducation and does not address the primary social forces negatively impacting the health and wellness of communities of color -- their colonial relationship with inequitable social systems. In this article, we posit…
Descriptors: Social Emotional Learning, Cultural Influences, Humanization, Social Justice
