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Familia First! A Qualitiative Study On The Impact Of Latinx First-Generation College Students' Degree Completion On Their Family In A U.S.-Mexico Border Community
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In: Open Access Theses & Dissertations (2020)
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| 22 |
User Centred design of Conversational UI for Wealth Management Customers
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Uma, Ketaki. - : KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019
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| 23 |
Inequity and Resistance: Latinx students and the College Readiness Process
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In: Doctoral Dissertations (2019)
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Revealing the Resistant Capital of Cambodian Youth: Using Photovoice as a Tool for Advocacy and Policy Change
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In: Journal of Southeast Asian American Education and Advancement (2019)
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Bridging the English Language Divide and Building Self-Confidence In Marginalized Communities: An Exploratory Study in Tamil Nadu, India
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In: Dissertations (2019)
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| 26 |
Between Religion and Economics: Towards a Shift of Paradigm in Early Modern Economic Literature
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| 27 |
“It’s OK. She Doesn’t Even Speak English”: Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019)
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| 28 |
Bridging the gap: Cultural wealth and college transitions for Upward Bound students
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In: Doctoral Dissertations (2019)
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Discovering Pride and Enthusiasm at a Dual Immersion School
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In: Carranza, Jessica Leila. (2018). Discovering Pride and Enthusiasm at a Dual Immersion School. InterActions: UCLA Journal of Education and Information Studies, 14(1). Retrieved from: http://www.escholarship.org/uc/item/3n68b8qd (2018)
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Long Term English Learners: Success for Some
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In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018)
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Abstract:
Many factors influence the schooling experience of a student. This research explores the influence of the school structure, the family, as well as policy and practice in the school setting as it relates to Long Term English Learners. I use Social Reproduction Theory, Community Cultural Wealth, and Student Voice as the theoretical frameworks to examine how former Long Term English Learners experienced school and exited the English Learner program. I present three arguments in this research to examine and explain the educational journey of a student identified as a former Long Term English Learner. First, I argue that school personnel, programs, and the “hidden curriculum” (Jackson, 1968) emerged as key to the ability for these students to exit the EL program and pursue a college education at a four-year university. I also argue that Community Cultural Wealth (Yosso, 2005) served as a vehicle for the students in this study to become college bound. Finally, I argue that if schools are to enhance schooling experiences for English Learners, schools must practice “listening to student voice and their perspective” to inform decisions that impact this marginalized student population (Mitra, 2006, p. 7). I conducted interviews, observations, and analyzed pertinent documents to explain the schooling experience of the participants in this study These students were driven to become college bound that resulted in their ability to exit the English Learner program, which was not an identified goal by most participants. The students in this study embraced the opportunity to select courses that fulfilled the A-G college entrance requirements and pursue enrollment in a California State University or University of California upon graduation. The results of this study indicate that the influence, direction, and motivation of parents, the school, students, and Spanish shaped how the students experienced and succeed in high school. The drive to become college bound and enroll in a four-year university upon graduation was their primary goal, not exiting the EL program.
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Keyword:
Community Cultural Wealth; Education; English Learners; Long Term English Learners; Reclassified English Learners; Student Voice
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URL: http://www.escholarship.org/uc/item/1vd9p1v6
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| 31 |
Mujeres Supporting: How Female Family Members Influence the Educational Success of Latino Males in Postsecondary Education
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In: Education Publications (2018)
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The Function of Luxury: Visual and Material Abundance in Minoru Yamasaki’s U.S. Consulate in Kobe and Federal Science Pavilion in Seattle (1954–62)
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In: Arts ; Volume 7 ; Issue 4 (2018)
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INDIGENISMOS LÉXICOS CON DIVERSIDAD DE SIGNIFICADOS EN EL DICCIONARIO DE AMERICANISMOS (2010): EL CASO DE LOS NAHUATLISMOS DE MESOAMÉRICA EN OTRAS REGIONES
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In: Tonos Digital; NÚMERO 34 - ENERO 2018 (2018)
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СОПОСТАВЛЕНИЕ КОНЦЕПТУАЛЬНЫХ ПОЛЕЙ «БОГАТСТВО / БЕДНОСТЬ» В КИТАЙСКОЙ И РУССКОЙ ЛИНГВОКУЛЬТУРАХ: АНАЛИЗ РЕЗУЛЬТАТОВ АССОЦИАТИВНОГО ЭКСПЕРИМЕНТА И СОЦИОЛОГИЧЕСКОГО ОПРОСА ...
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Recruitment and retention of Latinos in social work education: Building on students' community cultural wealth
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In: Faculty of Social Sciences - Papers (2018)
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Storied moments : foregrounding community cultural wealth through digital storytelling
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Latino Men and their Fathers: Exploring How Community Cultural Wealth Influences their Community College Success
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In: Education Publications (2017)
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Transition to the Academy: The Influence of Working-Class Culture for First-Generation Students
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In: Graduate Doctoral Dissertations (2017)
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«Слово на Новый год» архимандрита Анастасия (Александрова): рече-поведенческий анализ
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ЧЕРНЫШЕВА АЛЕФТИНА ЮРЬЕВНА. - : Федеральное государственное автономное образовательное учреждение высшего образования «Казанский (Приволжский) федеральный университет», 2016
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Latina/o pre-service teachers: a community's cultural wealth overlooked ...
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