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In a World of Disposable Students: The Humanizing Elements of Border Pedagogy in Teacher Education
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Reyes, Reynaldo, III – High School Journal, 2016
One of the many consequences of a neoliberal, high-stakes policy in No Child Left Behind has been that teachers and administrators have resorted to the systematic removal of vulnerable student groups, such as Latina/o English language learners. This process has dehumanized these students and commodified aspects of their identity, such as language,…
Descriptors: Teacher Education, High Stakes Tests, Educational Legislation, Federal Legislation
"The Biggest Problem": School Leaders' Covert Construction of Latino ELL Families--Institutional Racism in a Neoliberal Schooling Context
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Briscoe, Felecia M. – Journal of Language, Identity, and Education, 2014
This critical discourse analysis focuses upon the discursive construction of Latino English language learners (ELL) identity within a Texas neoliberal schooling context. Qualitative content analysis was used to examine the construction of Latino ELL identities in the discourses of Texas school leaders practicing under the aegis of neoliberal…
Descriptors: Hispanic Americans, English (Second Language), Second Language Learning, Discourse Analysis
Hispanic Acculturation in a Predominately Black High School: Application of an Adapted Model
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Hughes, Carolyn; Hollander, Matthew J.; Martinez, Amber W. – Hispanic Journal of Behavioral Sciences, 2009
The authors applied an adaptation of prior models of acculturation to all 16 Hispanic students attending a predominately Black, high-poverty, urban high school (n = 1,267 students) identified by No Child Left Behind standards as failing. No published study to date has investigated Hispanic acculturation within such a setting. Findings reveal that…
Descriptors: African American Culture, Federal Legislation, Acculturation, Educational Experience
African American Students in Urban Schools: Critical Issues and Solutions for Achievement. Educational Psychology: Critical Pedagogical Perspectives. Volume 4
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Moore, James L., III, Ed.; Lewis, Chance W., Ed. – Peter Lang New York, 2012
"African American Students in Urban Schools" offers readers a critical yet comprehensive examination of the issues affecting African American students' outcomes in urban school systems and beyond. Across disciplines including teacher education, school counseling, school psychology, gifted education, career and technical education, higher…
Descriptors: Evidence, Social Justice, African American Students, Urban Schools
Why Are All the Black Kids Still in Special Education? Revisiting the Issue of Disproportionate Representation
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Shealey, Monika Williams; Lue, Martha Scott – Multicultural Perspectives, 2006
The overrepresentation of students of color in special education continues to be a prevalent, disturbing, and heavily debated problem in this country. What remains is the reality that a large number of African American students continue to be referred and placed in special education programs. On the heels of 2 reports commissioned by the National…
Descriptors: African American Students, Disproportionate Representation, Special Education, Urban Schools
Influences on Young Gifted African Americans' School Success: Implications for Elementary School Counselors
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Henfield, Malik S.; Owens, Delila; Moore, James L., III – Elementary School Journal, 2008
Too often, African American elementary school students, including the gifted, disengage academically and underachieve in public schools. Increased research on the underachievement and low achievement of African American students in gifted education programs has suggested that an array of educational, personal/social, and familial factors (e.g.,…
Descriptors: Elementary School Students, African American Students, Academically Gifted, Underachievement