Foreword: The Need for Shifts In Mindsets And Leadership Roles In PK-20 Schools And Communities: Challenges And Opportunities

Let us frame the preface to this edition from a few lenses that might help in drawing practical implications for each contribution by the authors. First, the current cycles of ignorance and vicious war against schools and the academy should not be ignored especially by those who have continued to mislead through hypnotizing rhetoric that might lead people to believe that equity and social justice are on the top of their agendas. Second, the contemporary realities around us provide ample testimony that the much-needed change has been hampered by complicity, silence, and often resistance to change by those who enact passive roles in social and educational institutions. Third, narrowing the leadership gap is a fundamental prerequisite for combating racism and achieving equity and social justice in schools and beyond. More importantly, the paradigm shifts should be measured against informed and courageous actions, rather than words, that contribute to the meaningful and desired change of the status quo and its beneficiaries

Foreword: Under Attack And Counter Voices For Social Justice

As the voices of ignorance continue to attack democracy and social justice, we will continue to serve as a platform to counter those perspectives through the Center for Leadership, Equity and Research (CLEAR). Activism, anti-racism, and advocacy for the oppressed will continue to be the mission. We embrace Critical Race Methodology and Praxis that remain the driving epistemologies for the stories, research genres, authentic narratives, and counterstories of those who have been largely marginalized, racialized, and underrepresented

Introduction to the Special Issue

To illustrate the commitment of the Center for Leadership, Equity and Research, we came together to develop a theme for this special issue of the Journal for Leadership, Equity, and Research (JLER)..

Introduction To The Special Edition On Latina/o/x Postsecondary Education

This second special edition, like the first issue examining PreK-12 schooling, brings together diverse theoretical and methodological perspectives, including empirical qualitative and quantitative manuscripts centering Latina/o/x experiences and interrogating organizational practices. The campus contexts include a mix of community college and comprehensive public and research-intensive public and private institutions across the U.S. with historically white institutional designations and Hispanic serving institutional designations

Efecto de la cabeza de camarón co-extruida con trigo o sorgo sobre el crecimiento del camarón Penaeus stylirostris

Tesis (Maestría en Ciencias con Especialidad en Recursos Alimenticios y Producción Acuícola) UANLUANLhttp://www.uanl.mx

The Chicana/o/x Promise: Testimonios of Educational Empowerment through the Enactment of La Facultad among First-Generation College Students

This article explores how Chicana/o/x[i] first-generation college students navigate through the educational realm that is built upon coloniality. Drawing on four testimonios, we show how multiplicative forms of marginalization to which Chicana/o/x college students are subject inform their academic trajectory and empowerment. The article focuses on four main sources of oppression—class (capitalism), familial immigrant documentation status (racist nativism), disability (ableism), and sexuality (heteronormativity)—and how Chicana/o/x students turn them into sources of self- and community- empowerment.  Employing Chicana feminist perspectives and intersectional approaches further allows us to reveal sociopolitical and cultural processes that limits Chicana/o/x students’ access to resources and opportunities and how these processes inform the ways in which these individuals proactively achieve and represent the Chicana/o/x Promiseof hope, resistance, and success.

Introduction To The Special Edition On Latina/o/x Prek-12 Education

Listening to Latina/o/x Voices: Maximizing Opportunities and Minimizing Obstacles in Distinct Educational Context

Perceptions Of Inequality As Racial Projects: Uncovering Ethnoracial And Gendered Patterns Among First-generation College-going Asian American Students

Through a Racial Formation Framework, this article explores how Chinese, Korean, and Vietnamese American first-generation college students at a large research university perceive inequality in the United States. Drawing on 129 interviews, our findings suggest that students operate under a Racial Formation Inequality Spectrum in which they conceptualize contemporary racial projects through distinct structural-to-cultural explanations. Korean American students in this sample deploy a cultural understanding of inequality embedded within structural frames, while Chinese and Vietnamese American students employ more structural perspectives integrating critiques of cultural explanations. We also find that gender shapes these factors, as most women respondents are more likely than men to view inequality from a structural lens and utilize more sophisticated conceptualizations where they critique purely cultural explanations. Ultimately, we argue that the discourse about perceptions of inequality can serve as a form of racial projects. The results of this research shed light on how social locations such as ethnorace and gender contribute to divergent understandings of inequality in the United States as described by Asian American college students. The findings have direct implications for student sense of belonging and success in higher education contexts

Applying A Stem Engagement Framework To Examine Short-Term Retention Of Latinx And Other Underrepresented Groups In An Undergraduate Stem Scholar Program

Studying STEM Intervention Program (SIP) retention, particularly what distinguishes those students who remain in the program from those that leave, may be a key to better understand how to keep students on track towards STEM degree completion. This study focuses on the participation of Latinx and other underrepresented racial/ethnic minoritized (URM) groups in a STEM intervention and support program. Applying London, Rosenthal, Levy, and Lobel’s (2011) STEM Engagement Framework on five cohorts of participants in a SIP, this study found that maintaining higher levels of scientific identity was related to program retention. Therefore, intentionally designing programs that address systemic inequities and celebrate and affirm minoritized groups’ experiences can facilitate adjustment and success. Moreover, women-identified participants were also more likely to remain in the SIP relative to their men-identified counterparts. For practitioners and institutions alike, these results indicate the need to create and implement support programs for women in STEM that go beyond the traditional components of academic support

Resiliencia Percibida en Estudiantes Universitarios Comparaciones Por Género

The purpose of this research was to compare the resilience profiles of Mexican university students. The total sample was 1083 subjects; 575 women and 508 men, students of the Autonomous University of Chihuahua Mexico, with ages between 18 and 28 years. The approach adopted in the research was framed a quantitative, a descriptive design type survey. The results of the multivariate analysis of variance, followed by the univariate variance analysis, show that women report the highest levels of resilience in the social support factor (F = 7.049, p El objetivo de esta investigación consistió comparar los perfiles de resiliencia de estudiantes universitarios mexicanos. La muestra consistió en 1083 sujetos; 575 mujeres y 508 hombres, estudiantes de la Universidad Autónoma de Chihuahua México, con edad entre 18 y 28 años. El diseño de la investigación se realizó dentro del enfoque cuantitativo, de tipo descriptivo mediante el uso de la encuesta. Los resultados del análisis multivariante de la varianza, seguido por los análisis de varianza univariados, en los resultados se resalta que las mujeres son las que obtienen mayores niveles relacionados con la resiliencia en el factor apoyo social (F = 7.049, p < .01), mientras que los hombres lo hacen en los factores fortaleza y confianza (F = 17.213, p < .001) y estructura (F = 11.418, p < .001); y sin diferencias significativas en los factores competencia social y apoyo familiar. Estos resultados revelan que en general los hombres muestran un mejor perfil de resiliencia que las mujeres. No obstante, se recomienda el desarrollo de mayores investigaciones al respecto debido a la importancia del tema