The Latinx communities are one of the fastest-growing minority groups in the United States, and that shift has brought new challenges to the field of education. An increase in the Latinx student body presents unique challenges to this particular group (Alemán, 2009a), such as the stigmatization of speaking Spanish in a country where the majority speak English (Murakami et al., 2013). Today’s Latinx leaders have endured similar patterns of discrimination to prior generations (Hondgneu-Sotelo, 2020). Latinx leaders who are aware of injustices that exist in their schools lead with social justice agendas to overcome inequities and barriers (López, 2003). The purpose of this study was to explore and examine how school leaders who identify as Latinx conceptualize and practice leadership for equity and social justice. To collect data, testimonios were conducted with all participants in this study. Testimonio presents participants with an opportunity to share their experience of oppression, views on how to challenge inequities, and their advocacy toward social justice (Huber, 2009). Two interviews were conducted per candidate lasting approximately 60 minutes. The first conclusion of the study: all participants in the study showed evidence of the implementation of culturally relevant pedagogical practices. Second, while the overwhelming majority of the participants in this study acknowledged racial discrimination and called out policies that maintained injustices in place, only two of the Latinx leaders in this study centered race and led their community with equity and social justice as the core of their work.

This study researched the effect of a basic computer course on the comfort level with computers and Internet on 17 Spanish-speaking, non-computer literate adults. It also identified any increase of the participants’ integration of computers and Internet into employment related activities. Five male and twelve female Hispanic adults completed a four-day basic computer literacy training course. Data collected through pre and post content exams; pre, post, and follow-up comfort and use surveys, and attendance records at the training center showed positive results. The short-term training course was effective in reducing participants’ fears about using a computer. The training course also proved effective in stimulating the participants to utilize computers and Internet for personal and/or professional benefit. / Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction. / "May 2006." / Includes bibliographic references (leaves 40-43).

Given the growing racial and ethnic disproportionality amongst young Latinxs and early childhood teachers against the established benefits of racial and ethnic matching between students and teachers, in this study I aimed to gain insight into the often ignored trajectories and experiences of Latinx early childhood educators. In this study, I endeavored to address the need for more Latinx early childhood teachers to teach the growing majority of Latinx young children. I situated my study in Los Angeles, California, given the growing presence of Latinxs in Los Angeles County’s population and in its public-school system. It is in such a context that I sought to document and learn from the counter-stories of five Latinx early childhood teachers teaching Latinx young children.Utilizing Latinx Critical Race Theory (LatCrit) as a guiding theoretical framework and a project in humanization orientation, I posed the following research questions: 1. How do Latinx early childhood teachers in the County of Los Angeles, California (where Latinxs are the growing demographic majority) verbally portray their stories of becoming early educators? 2. How do Latinx early childhood teachers verbally portray their stories as early childhood educators in a community where Latinxs are the growing demographic majority? 3. As they reflect on becoming and being Latinx early childhood teachers, what consejos do they have for the field of early childhood education if it is serious about supporting the growth of Latinx early childhood teachers? This study involved a FotoHistorias methodology, which entailed utilizing participatory photography and pláticas (conversational interviews) to elicit lived experiences to “counter” deficit-oriented majoritarian stories of Latinx teachers, families, communities, and young children. Data were comprised of participatory photography, pláticas, and researcher memos. Findings, presented as counter-stories, shed light on necessary transformations in the field of early childhood teaching and teacher education. Implications point toward the importance of listening to and learning from Latinx early childhood teachers’ memoried experiences and stories, as they stand to inform the recruitment and retention of Latinx teachers within the field of early childhood education.

"The purpose of this study was to formulate a recommended program to aid in the social integration of Latin-American and Anglo-American children in the secondary schools of Texas. In preparation for the development of this suggested plan, some of the more serious problems involved in the education of Latin-American children in schools designed primarily for the instruction of Anglo-American pupils were studied in available literature, and a set of psychological, sociological, and democratic criteria was formulated to serve as sound principles upon which to base the suggest program."--Leaf 1.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished