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Investigating the Stories of Success of Students who are African American and Male in AP English
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| 22 |
Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation
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| 23 |
Exploring Identities and Relationships: Narratives of Second-Generation, Black, West Indian College Students From Boston
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| 24 |
A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS
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| 25 |
UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY
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| 26 |
THE COMPARISON OF L1 AND L2 CASE PROCESSING: ERP EVIDENCE FROM TURKISH
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| 27 |
THE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERS
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| 28 |
SPEECH MODIFICATION TO NON-NATIVE SPEAKERS AND CONTENT DILUTION: IMPLICATIONS FOR ENGLISH AS A MEDIUM OF INSTRUCTION (EMI)
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| 29 |
Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework
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| 30 |
The Effects of With-Text and Without-Text Song Presentation Styles on Preschoolers' Singing Voice Use and Pitch Accuracy
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| 31 |
English Teacher as Dungeon Master: Game Design Theory Meets Course Design in Rhetorical Education
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| 32 |
STREAMS THAT RUN INTO THE RIVER OF LIVED EXPERIENCE: A PHENOMENOLOGICAL STUDY OF INTERN TEACHERS USING CURRERE TO UNDERSTAND CURRICULUM
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| 33 |
“Speak English”: Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua
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| 34 |
TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT
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| 35 |
Elementary General Education Teachers’ Decision Making Process During the Referral of English Learners to Special Education: Distinguishing between English Language Acquisition and Learning Disability
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| 36 |
"I'm here for a purpose": Latina/Chicana senior student affairs officers' testimonios of resistance and resilience
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Abstract:
The purpose of this study was to provide a deeper understanding of the career pathways and lived experiences of Latina senior student affairs officers (SSAOs) in U.S. higher education. Yosso’s (2005) community cultural wealth model served as the conceptual framework for this study and offered a strengths-based lens that recognizes the assets Latina SSAOs bring from their lived experiences, families, and communities to navigate their personal and professional journeys. A testimonio research design was used to explore two research questions: (a) What resources and supports have Latinas benefited from in their career pathways to the SSAO role? (b) What strategies have Latina SSAOs employed to navigate challenges in their career pathways? Seven Latina SSAOs participated in the study, which involved participation in a 90-minute initial oral testimonio interview, 90-minute virtual focus group via videoconferencing, and a 60-minute follow-up interview. Each participant could opt-in to each of these data collection pieces based on their interest and availability. This study adapted Pérez Huber’s (2010) three-phase data analysis process to uncover the findings that spanned across the participants’ testimonios. Through a constant comparative analysis of the data, multiple readings of participant transcripts and testimonios, and feedback from the participants, four themes emerged: (a) Familia [Family]: Source of Knowledge, Aspirations, and Emotional Support; (b) Signaling Opportunity: Mentors and Guides Fostering Career Advancement; (c) It’s All in the Approach: Transforming Experiences of Adversity; and (d) Follow your Purpose: Mission-Driven Leadership Fostering Persistence. Findings revealed the powerful role family and mentors played in the participants’ career pathways by providing them with knowledge, skills, and emotional support which promoted their advancement. Findings also illuminated how the participants navigated challenges in their careers by employing resistance strategies and holding steadfast to their social justice commitment. This study contributes to the limited body of research on Latina administrators in higher education and is the first known study to focus explicitly on Latina SSAOs’ experiences. Bearing witness to these Latina/Chicana SSAO trailblazers’ testimonios can inspire Latina leaders and guide institutions, professional associations, and faculty in higher education/student affairs graduate preparation programs in supporting the advancement of current/future Latina SSAOs.
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Keyword:
Higher education; Latina administrators; Latina leadership; Senior leadership in higher education; Student affairs administrators; Testimonio
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URL: http://hdl.handle.net/1903/20906
https://doi.org/10.13016/M2R785S3R
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| 37 |
Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content
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| 38 |
HOW LONG DOES IT TAKE FOR ENGLISH LEARNERS TO BE RECLASSIFIED AS ENGLISH PROFICIENT?
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| 39 |
Being "good company" to students on their journeys toward intercultural maturity: A case study of a study abroad program
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| 40 |
BUILDING BLOCK OF THE WORLD, BUILDING BLOCK OF YOUR IDENTITY: MULTILINGUAL LITERACY SOCIALIZATION OF HERITAGE LANGUAGE LEARNERS
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