Digital literacies have been recognized as significant practices for the identity formation of immigrant youth. However, the significance of self-sponsored digital literacies in the identity formation of African immigrant youth requires further scholarly examination. Drawing on racial and postcolonial theories, this study examines the identity…

This study explores the experiences of second-year Black, Indigenous, and People of Color (BIPOC) Teach For America (TFA) Corps Members in a South Texas city. Grounded in Critical Race Theory (CRT), semi-structured interviews and community circles/focus groups, the research seeks to understand how BIPOC educators made meaning of their experiences…

Through the lens of the school board, this essay examines school governance dynamics as a southern, historically white public school district struggled to implement school desegregation. In 1976, the city of Waco simultaneously elected its school district's first trustees of Color, Dr. Emma Louise Harrison and Rev. Robert Lewis Gilbert. Harrison…

This narrative qualitative research study delved into the perspectives of Black teachers regarding the accessibility of school leadership and the barriers encountered by school leaders during their transition into school leadership roles. Its objective was to highlight the underrepresentation of Black educators, particularly Black administrators.…

Background/Context: School segregation scholarship underlines that litigation challenging the segregation of Mexican American students in Texas schools stressed their legal racial identity as white. "The other white race strategy," as scholars call it, granted Mexican Americans the right to access resources designated for the country's…

This study examines the intersectionality between professional identities and race/ethnicity among Latina/o school leaders. Stemming from a larger study at the National Latina/o Leadership Project, we examine the contributions of Latina/o school administrators in the state of Texas in relation to their leadership in K-12 schools. Two hundred…

Background/Context: Previous research suggested that first- or second-generation African immigrants comprised nearly a third of Black students attending selective U. S. colleges (Massey et al., 2007). While research frames the involvement of Black immigrant collegians as distinctly different from African American peers as it pertains to family…

Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was…

We used Latina/Latino Critical Race Theory (LatCrit) to re-analyze survey and interview data from earlier research in which we found that Latina/o students reported less positive experiences than other students in this high school. We found racial injustice in class enrollments, in students' experiences with stereotypes and prejudice, in…

Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of…

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,…

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…

Broadly speaking, this reflection approaches the on-going concern of capacitating an overwhelmingly White teaching profession for effectively teaching inner-city students attending "de facto" segregated schools. Using professional identifications, this reflection presents narrativized understanding of respondents' "becoming"…

The purpose of this study was to (a) determine the extent to which Latina/o students' perceptions of support from high school teachers and counselors, as well as acculturation, predict enrollment in AP coursework; (b) examine Latina/o students' perceptions of different forms of support that appear to play a role in academic success (Hassinger…

In August 2005, Hurricane Katrina displaced the largest number of public school children ever affected by any disaster. Approximately 370,000 children, including 15,000 Latino/Hispanic children from Louisiana, were scattered throughout the 48 U.S. states (Landrieu, 2010; Louisiana Department of Education, 2004). Although much of the media…