As achievement gaps persist among some groups of students, school leaders are identifying strategies and implementing plans to support the academic needs of diverse student populations. The purpose of this research study was to identify the leadership practices and strategies used by National ESEA Distinguished School principals who have successfully minimized the achievement gaps among Caucasian and non-Caucasian students. Six successful National ESEA Distinguished School principals were interviewed. These leaders represented rural and urban pre-K–12 schools in different geographic regions of the United States. A qualitative research methodology with in-depth interviews was used to gather the data. The participants were asked open-ended questions during the semi-structured interviews. The findings in this study reflect nine leadership strategies and practices identified by these school leaders to minimize achievement gaps. The leadership strategies were compared to Kouzes and Posner's (2017) five leadership practices, which are model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. Results can be used to inform practitioners about what worked for leaders who have been effective at minimizing achievement gaps. Based on these results, school division leaders should consider designing targeted professional development, mentoring, and coaching around effective principal leadership practices. / Doctor of Education / As achievement gaps persist among some groups of students, school leaders are identifying strategies and implementing plans to support the learning of diverse student populations. The purpose of this research study was to identify the leadership practices and strategies used by National ESEA Distinguished School principals who have successfully minimized the achievement gaps among Caucasian and non-Caucasian students. Six successful National ESEA Distinguished School principals were interviewed. These leaders represented rural and urban pre-K–12 schools in different regions of the United States. The participants were asked open-ended questions during the semi-structured interviews. The findings in this study reflect nine leadership strategies and practices identified by these principals to minimize achievement gaps. The leadership strategies were compared to Kouzes and Posner's (2017) five leadership practices, which are model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. Results can be used to inform school leaders about what worked for principals who have been effective at minimizing achievement gaps.

Gifted programs, designed to enhance engagement and rigor for students exhibiting talent or potential beyond their peers in the general education classroom, are not equitably identifying and serving Hispanic/Latino students. This qualitative study explored gifted programming at a Title I elementary school located in a largely Hispanic/Latino community. Very few students received gifted services at the school, despite equity measures in place. Using a framework of educational capital, this study highlighted the cultural capital and community cultural wealth of gifted Hispanic/Latino students and provided suggestions for enhancing programming for this historically underidentified population of learners. Data were collected through semistructured interviews of parents and teachers of students receiving gifted services. Questions were aligned with concepts of capital, and a priori codes were used to analyze participant perspectives. Findings identified embodied cultural capital as the dominant gifted paradigm, but inequitable opportunities to learn hinder students’ ability to embody giftedness. Also, the linguistic capital of other cultures has been unrecognized by gifted testing, impacting access for gifted emergent bilingual students. Finally, barriers to success (e.g., low levels of rigor and engagement at the school, lack of opportunity to test for the gifted program, and lack of navigational capital for parents and teachers) threaten the vibrant hopes and dreams parents and teachers have for these students. Findings support the need for increased gifted programming in Title I schools and updated gifted policy to reflect culturally inclusive values.

When students are academically qualified to attend a four-year college or university but instead enroll at a community college, they are considered academically undermatched. Research suggests that Latinx students are more likely to academically undermatch than their peers yet they remain the least likely to complete an upward transfer to a university and earn a baccalaureate degree. The purpose of this study was to explore the enrollment decisions of, and familial influences on, Latinx students who were admitted to a university but who initially enrolled at a community college. Using community cultural wealth and funds of knowledge as theoretical frameworks, I examined the narratives of 13 Latinx students and the parents of five of those students. Nine student participants were female and four were male, ranging from 19 to 31 years old. Parent participants were four females and two males, ranging from 43 to 52 years old. Findings from this study are divided into two parts. Student findings revealed navigating the pathway to college was fraught with limited information, even though students acknowledged they had access to resources and their high school counselors and teachers helped in the college search process. However, students still did not feel that crucial information they wanted or needed was available. Parent findings uncovered how parental aspirations and perceptions of opportunities in the United States served as a foundation for helping students aspire to attend college. Based on these findings, higher education practitioners would do well to use inclusive frameworks, such as community cultural wealth, to create programs that address Latinx students and their families, including providing materials in Spanish. Through use of inclusive frameworks, research on Latinx student college choice continues to elevate the complexities and realities these students encounter. Additionally, policymakers should continue to reevaluate the shifting burden of costs for higher education from taxpayers to students as this impacts college choice and academic undermatch.

My dissertation, Family Across the Seas: Asian Diasporas in the Americas, explores literary depictions of Asian immigration history in contemporary women’s literature and creates conversations between Caribbean literature, Asian American literature, and Latinx literature. This dissertation compares multigenerational literary works that portray extended depictions of Asian Latin American and Asian Latinx immigrant experiences. My dissertation draws on literary works from Caribbean literature (Mayra Montero’s Como un mensajero tuyo), Latinx literature (Cristina García’s Monkey Hunting; Angie Cruz’s Let It Rain Coffee), and Asian American literature (Elaine Castillo’s America Is Not the Heart; Karen Tei Yamashita’s Brazil-Marú and Circle K Cycles). Through a close reading of multigenerational literature on Asian (Latin) American immigrant experiences, my dissertation examines how literature becomes an ideological tool for writers to depict the experiences of Asians and the Asian diasporas in the Americas and their negotiations of identity and belonging. This dissertation highlights the overlapping and intertwined histories of the Spanish and U.S. empires, the transoceanic crossings of people of Asian ancestry, and the racialization of Asians in the Americas. In my dissertation, I extend the geographical scope of “America” to “the Americas,” which include the Caribbean, Latin America, and the United States. By doing so, I acknowledge the historical connection between Asia and the Americas. Using Junyoung Verónica Kim’s Asia–Latin America as a method, the dissertation centers on the Global South and literary representations of Asian immigration experiences in the Americas. This dissertation engages with history and existing works on the Asian presence through the analysis of the multigenerational literature. / Spanish

<p>U.S. rhetoric that embraces immigration is juxtaposed with the lived experiences of Latinx immigrants, the country’s largest immigrant group. Intergenerational research shows how immigrants’ social mobility depends on socioeconomic and environmental factors, impacting occupational attainment. Immigration policies portray immigrants negatively—contrasting deserving/good with undeserving/bad. This study uses d/Discourse (i.e., everyday talk/societal understandings) to investigate how immigrants from different generations make sense of policy, immigrant portrayals, and their lives through the lens of “calling.” Here, calling is used to understand differences across generations, rather than positioned as an individual pull toward an occupation. Specifically, this study answered three questions: (1) What occupational and intergenerational d/Discourses are perceived by immigrants?; (2) Whose interests are served by these d/Discourses and who is marginalized?; (3) How do immigrants experience “callings” across generations? Semi-structured interviews were conducted with different generations of immigrants (N=36). Generational and intergenerational sensemaking themes are identified using d/Discourse, while critical discourse analysis is used to explain inequalities and in whose interests d/Discourses are created. The main theoretical contribution of this study suggests that callings can be enacted and fulfilled intergenerationally. Within immigrant families, first-generation immigrants often hold visions of who their children (second-generation immigrants) will become. This vision often includes high educational attainment, a prestigious occupation, and documentation in the United States. Second-generation immigrants felt a pressure to perform well in school and validate the sacrifices made by their parents. They recognized that the visions for their future constructed by their first-generation parents were riddled with tensions. The occupational decisions of the second-generation immigrants often tried to find a middle ground between fulfilling their parents’ vision but also practicing in occupations that they were personally interested in. Several barriers made the path to fulfilling intergenerational callings more difficult. Second-generation immigrants recognized the privileges they held that their parents did not, including language barriers and acceptance into the country tied to documentation and acceptance based on racial models in the United States. While first-generation immigrants accepted these challenges as part of their intergenerational calling, the second-generation struggled to do the same. Finally, in fulfilling intergenerational callings many immigrants unintentionally reproduced deservingness narratives. In short, this study contributes theoretically and practically by challenging immigrant portrayals and viewing callings as intergenerational but filled with internal and external challenges.</p>

How do perceived community and school cultural values affect Latinx immigrant parents’ decisions to engage with their children’s schools? What lessons might their experiences have for our understanding of parent involvement beyond the parameters of traditional models of parent involvement? Engaging parents as advocates for school success in the home is particularly important for English Language Learners (ELs). Tapping into the experiences of EL parents is a resource educators can use to increase parental involvement and, consequently, student academic achievement. This qualitative case study grounded in Critical Inquiry and Cultural Historic Activity Theory examined the perceptions and experiences of 5 working-class Latino immigrant mothers whose children were enrolled in two elementary schools in southern California. Parents were purposively selected from two predominantly Latinx urban Elementary schools to participate in individual interviews and focus groups. This study addresses an urgent need to survey the current context of immigrant families and, because most research on the subject of parent involvement takes a subtractive or deficit approach that often devalues the experiences and perceptions of Latinx immigrant parents, it responds to a need for studies that approach the subject from an asset based perspective that includes the voices of the parents themselves. Examining the narratives of the parents from their own perspectives, this study provides a platform from which parent voices can be heard and creates a space where the historical and current particulars of home and community practices, histories, and activities become as relevant as those of the dominant culture(s), thus creating equitable conditions where the social justice mission of education—which is to provide quality education for all—is more likely to be fulfilled.

This dissertation examines the associations between adult Latina daughters’ HIV risk behaviors and that of their older Latina mothers’ HIV risk behaviors. The central hypothesis of the study is that adult Latina daughters’ influence their older mothers’ behaviors and that such behaviors interact with the level of their attachment. Older Latinas are a vulnerable population that face cultural risk factors, health care provider bias, and engage in low rates of HIV testing. The primary mode of HIV infection for Latinas is through heterosexual contact. Yet, traditional gender norms such as marianismo belief place pressure on Latina women to be submissive to their partners, disregard their infidelities, and not attempt to negotiate condom use, increasing the risk of HIV infection among Latinas via heterosexual sex with their primary partners. Efforts by the CDC to increase HIV testing have emerged as a critical part of HIV prevention. However, research has indicated that older Latinas are less likely to speak to a health care provider about safe sex practices or HIV testing than their younger counterparts. Despite health care providers having strong influences over Latinas’ decisions to perform health related tests, physicians are not endorsing HIV testing for their older patients. This in part, leads to a disproportionate number of late stage diagnoses among older adults. Evidence suggest that adult daughters are a source of support and assistance in health-related issues for their aging mothers and are uniquely positioned to influence their mothers’ health-related behaviors and decisions. Additionally, mother-daughter attachment has been found to be a protective factor to other risky health behaviors. The present study (1) Examined the association between recurrent HIV risk behaviors of adult Latina daughters and those of their older Latina mothers and (2) examined the moderating effect mother-daughter attachment have on those associations. No statistical significance was found in examining the association between adult Latina daughters and their older mothers, nor was attachment found to be a moderator on those associations. Findings show culture may be the significant factor influencing the lack of association between adult Latina daughters and their older mothers. Results add to the literature and scientific field of social work and public health. Additionally promoting studies on cultural barriers that may exist in adult Latina daughter and older mother upward communication as techniques to promote healthy behaviors among older Latinas.

This study examined student academic optimism in four diverse North Texas school districts. This study used a convergent parallel mixed methods design to analyze results of an online administration of the survey, and Latinx student responses to a focus group protocol derived from the survey. Quantitative results indicate the individual scales making up the construct align with previous research results. The three scales were found to be strongly and significantly correlated, indicating the potential for validation. Qualitative results indicate Latinx students' perceptions of their academic careers align with four themes. Latinx students are keenly aware of their teachers as a person, their school as a community, the intrusion of the outside world, and students as agents. Qualitative results support the importance of the three components of the construct, student trust in teachers, student academic press, and student identification with school. As a new source of data, combined with existing metrics of instructional effectiveness, student academic optimism could increase the ability of decision makers to improve the overall efficacy of school systems especially when addressing the persistent opportunity gaps for Latinx and other students of color.

No description available.

Latinx students are underrepresented among high school music students in the United States, nationally. However, localized demographics in some parts of the country reveal secondary music programs that are comprised nearly entirely of Latinx students. Still, the experiences of such a large and racially marginalized population as Latinx students remain under-researched in the field of music education. To explore how Latinx racial identity may inform the experiences of Latinx music students and their music teachers, I conducted a post-qualitative study of students and teachers in music classes at large secondary schools in which the Latinx population is 95 percent or more. Data were collected through in-depth, semi-structured interviews with music students and their teachers. To guide my thinking on the role of race in the lives of the participants, I incorporated Omi and Winant's (2015) theory of racial formation throughout the data analysis. Overall findings indicated that race informs much of the experiences of the participants in varying, sometimes subtle ways. Through racism, racial resistance, the formation of racial identity, and the incorporation of both colorblind ideology and race consciousness, the participants provided nuance as to how we may regard the role and significance of race in music education. Implications for developing a racial-justice-oriented paradigm in music education are also discussed.