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Cisneros, Nora Alba – Educational Foundations, 2021
As a mother, daughter, and educator in Compton, California, the author writes a letter as an episolary offering/love letter for adjunct professors. The author offers these brief words as an act of gratitude, as an act of daily survival, and as an act of abundant defiance against the elimination of Women of Color (WoC) adjunct professors, writers,…
Descriptors: College Faculty, Adjunct Faculty, Women Faculty, Minority Group Teachers
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Shannon-Baker, Peggy; Porfilio, Brad J.; Plough, Bobbie – Educational Foundations, 2020
The purpose of this study is to examine the school selection process of parents whose children attended an urban school district in Northern California. Like numerous urban school districts across the United States, the district highlighted in this study also encountered students exiting its schools for the past decade. The findings shared in this…
Descriptors: Parent Attitudes, Declining Enrollment, Urban Schools, School Districts
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Porfilio, Brad J.; Strom, Katie; Lupinacci, John – Educational Foundations, 2019
Through a case study of two doctoral programs situated in the United States, this essay highlights how doctoral programs designed to prepare leaders in K-16 institutions and other contexts can be "framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice" (CPED, 2016; Buss,…
Descriptors: Social Justice, Doctoral Programs, Neoliberalism, Equal Education
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Kokka, Kari – Educational Foundations, 2018
Teacher activism is developing throughout the country with an expanding research base, but little research addresses teacher activism specifically in STEM fields. Using critical race feminism, intersectionality, and TribalCrit this qualitative study focuses on four STEM teacher activists, who founded a social justice STEM organization, to explore…
Descriptors: STEM Education, Teacher Role, Activism, Critical Theory
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Sanchez, Patricia; Ek, Lucila D. – Educational Foundations, 2013
This article documents how the authors, two Chicana tenured professors from immigrant and working-class backgrounds, drew upon their graduate school experiences as resources for navigating the tenure track. They discuss lessons learned not in the official classroom but in other spaces inhabited by women of color. Such lessons included: networking…
Descriptors: Graduate Study, Hispanic Americans, Tenure, College Faculty
Malagon, Maria C. – Educational Foundations, 2010
This article locates the Chicano racialized male body within the education discourse surrounding research and practice. In order to more appropriately understand the experiences of Chicano youth, the author draws from critical race theory (CRT) and Latina/o critical race theory (LatCrit) in education as well as Chicana feminist epistemologies to…
Descriptors: Oral History, High School Students, Participatory Research, Masculinity
Perez Huber, Lindsay – Educational Foundations, 2010
One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks--that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in researchers'…
Descriptors: College Students, Student Attitudes, Educational Experience, Racial Bias
Howard, Tyrone C.; Reynolds, Rema – Educational Foundations, 2008
In this study, the authors examined the school experiences of middle-class African American parents and students, because they are largely overlooked in the professional literature when it comes to underachievement and parent involvement. Although No Child Left Behind (NCLB) highlights parent involvement and school accountability through the use…
Descriptors: African American Students, Middle Class, Federal Legislation, Underachievement
Yang, K. Wayne – Educational Foundations, 2007
While the major urban centers around the country were flooded by millions of protesters demanding immigrant rights in March 2006, the San Francisco Bay Area remained relatively quiet. A coalition of organizers, including Centro Legal de la Raza, Deporten A La Migra, and the Bay Area Immigrant Rights Coalition mobilized a one-week hunger strike,…
Descriptors: Popular Culture, Legislators, Immigrants, Computer Mediated Communication
Bhimji, Fazila – Educational Foundations, 2007
This article examines African American, Latina/o, and White high school students' assertions of cultural and ethnic identities as they struggle for their educational rights in Los Angeles and Philadelphia. In doing so, this study illustrates the ways in which alternative spaces outside the formal context of schools facilitate expressions,…
Descriptors: High Schools, Young Adults, Cognitive Structures, High School Students
Educational Foundations, 2007
On a cold and wet Friday night in January of 2006, thirteen undergraduate students gathered together in a small room on campus at the University of California, Santa Cruz (UCSC) to found Students Informing Now (S.I.N.). S.I.N. was created to support the AB 504 students, labeled in this country as "illegal aliens." Inspired by Paulo…
Descriptors: Undergraduate Students, Undocumented Immigrants, Access to Education, Popular Education
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Delgado-Gaitan, Concha; Ruiz, Nadeen T. – Educational Foundations, 1992
Discusses three models of parent involvement (family impact, school impact, and cooperative systems) and analyzes the parental mentorship process surrounding 18 Mexican American children in a third grade classroom. (SM)
Descriptors: Academic Achievement, Cultural Influences, Grade 3, Mentors