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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 17 of 17 1 El idioma y la personalidad: mecanismos de defensa inherentes al ser humano Gaitán Morales, Amanda. - 2021 BASE Show details 2 Advice for Students of Color and First-Generation College Students: Successful Transitions from High School into and Within College/University Morales, Amanda In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021) BASE Show details 3 The Mañana Complex: A Revelatory Narrative of Teachers’ White Innocence and Racial Disgust Toward Mexican–American Children Morales, Amanda; Abrica, Elvira; Herrera, Socorro In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019) BASE Show details 4 Within and beyond a grow-your-own-teacher program: Documenting the contextualized preparation and professional development experiences of critically conscious Latina teachers Morales, Amanda In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2018) BASE Show details 5 Personal Agency Inspired by Hardship: Bilingual Latinas as Liberatory Educators Morales, Amanda; Shroyer, Gail In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016) BASE Show details 6 Foreword to Revisiting Education in the New Latino Diaspora Morales, Amanda In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2015) BASE Show details 7 Researching PDS Initiatives to Promote Social Justice Across the Educational System Shroyer, Gail; Morales, Amanda; Yahnke, Sally... In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013) BASE Show details 8 The development of a model of culturally responsive science and mathematics teaching Hernandez, Cecilia M.; Morales, Amanda; Shroyer, Gail In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013) BASE Show details 9 Contextualizing the Path to Academic Success: Culturally and Linguistically Diverse Students Gaining Voice and Agency in Higher Education Holmes, Melissa; Fanning, Cristina; Morales, Amanda... In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012) BASE Show details 10 Growing Effective CLD Teachers for Today’s Classrooms of CLD Children Lohfink, Gayla; Morales, Amanda; Shroyer, Gail... In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012) BASE Show details 11 From Remediation to Acceleration: Recruiting, Retaining, and Graduating Future Culturally and Linguistically Diverse (CLD) Educators Herrera, Socorro; Morales, Amanda; Holmes, Melissa... In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012) BASE Show details 12 From Remediation to Acceleration: Recruiting, Retaining, and Graduating Future Culturally and Linguistically Diverse (CLD) Educators Morales, Amanda R.; Terry, Dawn Herrera; Holmes, Melissa A.. - 2011 BASE Show details 13 Navigating the Waves of Social and Political Capriciousness: Inspiring Perspectives From DREAM-Eligible Immigrant Students Morales, Amanda; Herrera, Socorro; Murry, Kevin In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011) BASE Show details 14 A Distance-delivered Teacher Education Program for Rural Culturally and Linguistically Diverse Teacher Candidates Lohfink, Gayla; Morales, Amanda; Shroyer, Gail... In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011) BASE Show details 15 Colorblind Nonaccommodative Denial: Implications for Teachers’ Meaning Perspectives Toward their Mexican-American English Learners Herrera, Socorro; Morales, Amanda In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2009) Abstract: Many parts of the United States are facing an increasing number of immigrant students. Focusing on mostly White teachers at a junior high school, which enrolls predominantly Mexican immigrant students, Socorro Herrera and Amanda R. Morales examine these teachers’ belief system. The authors identify the perspective of colorblind nonaccommodative denial among these teachers. • What is a colorblind perspective? How does it affect everyday teaching practices? • How would teachers justify their not accommodating minority students? What are the educational consequences of nonaccommodation? Improving the learning experiences of culturally and linguistically diverse Mexican-American students in the United States is a complex task critical to the future stability and quality of life in the United States. A recent U.S. Census Bureau report indicates “Hispanics accounted for half of the 2.9 million population growth from 2003 to 2004 and now constitute one-seventh of all people in the United States” (Jelinek, 2005). Conversely, Hispanic Latinas/Latinos constitute the highest dropout rates of any population in the nation, 350,000 per year (Montemayor & Mendoza, 2004). In the last decade, as a proactive approach, researchers and reflective practitioners alike have sought to evaluate, understand, and improve the conditions of schools for culturally and linguistically diverse (CLD) students. Theory and research has shown that teachers, administrators, and the overall school climate they create playa critical role in the educational success of all students (Baker, 1996; Banks & Lynch, 1986; Benard, 1997; Carr & Klaussen, 1997; Ginorio & Huston, 2001; Johnson, 2002; Palmer, 2003). For better or for worse, the social climate of schools exists as the incubator for attitudes and ways of thinking about race and class that in turn affect teaching and learning (Chang, 2003; Garcia & Van Soest, 1997; Johnson, 2002). For historically oppressed peoples, determining whether discriminatory acts are based on race or socioeconomic status is not always easy. Due to social and historical factors unique to the United States, the oppressed often possess characteristics that make them a target for both. As specified by Helms (1990), “racism is a complex ideology that occurs at individual, cultural, and institutional levels” (p. 4). Because the evidence of its existence in a system is often subtle, the marriage of racism and power proves to be a subversive phenomenon that is difficult to identify and evaluate in school policy and practice (Chang, 2003; Walker, Shafer, & Iiams, 2004). Larson and Ovando (2001) discuss how this is commonly perpetuated in schools: “When inequity has been institutionalized, teachers and administrators no longer have to be biased to continue biased practices; we merely have to do our jobs and maintain the normal practices of the systems we have inherited” (p. 3). Keyword: and Multicultural Education; Bilingual; Curriculum and Instruction; Education; Intermediate; Junior High; Middle School Education and Teaching; Multilingual; Secondary Education and Teaching; Teacher Education and Professional Development URL: https://digitalcommons.unl.edu/teachlearnfacpub/280 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1281&context=teachlearnfacpub BASE Hide details 16 Retention of First-Generation Mexican American Paraeducators in Teacher Education: The Juggling Act of Nontraditional Students Morales, Amanda; Sabatés, Gabriela Díaz de; Fanning, Cristina... In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2007) BASE Show details 17 Factors that foster Latina, English language learner, non-traditional student resilience in higher education and their persistence in teacher education Morales, Amanda Irwin Rodriguez. - : Kansas State University, May BASE Show details

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