Exploring the Lived Experiences and Intersectionalities of Mexican Community College Transfer Students: Qualitative Insights Toward Expanding a Transfer Receptive Culture

ABSTRACT

This qualitative study examines the experiences of six Mexican community college transfer students attending a research-intensive institution in the Pacific Northwest. Using semi-structured interviews, the objectives of this study were to 1) understand how Mexican students made meaning of their transfer experiences and 2) how those experiences could inform conceptual and practical thinking toward building a transfer receptive culture at the receiving institution. We use intersectionality as a site of material and discursive possibility to encourage predominantly White receiving institutions to recognize how they position Mexican community college transfer students on campus. Concluding are conceptual and practical recommendations that emphasize institutional and organizational responsibility in creating equitable environments for Mexican community college transfer students.     

Supporting Professionalism,Diversity, and Context Within a Collaborative Approach to Gifted Education

Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban board of affiliated parochial schools, designed to meet the educational needs of diversely competent students. The authors discuss the intersecting roles of consultants, teachers, administrators, and parents, and some creative applications they have implemented that illustrate a respect for (a) teachers' professionalism, (b) individual developmental diversity, and (c) context-specific opportunities and constraints. The authors discuss ways that this flexible collaborative approach to integrating consultative processes into board-wide practices addresses the diverse educational needs of gifted learners, and also encourages high-level outcomes in learners not formally identified as gifted.     

21世纪教育的战略定位和策略选择--"教育发展国际论坛(2004·北京)"综述

中国首届以教育发展为主题的大型国际教育学术活动——“教育发展国际论坛”于20014年8月23～24日在北京新世纪饭店隆重举行。该论坛由北京市教育委员会、中国教育国际交流协会、国家教育发展研究中心、中国教育发展战略研究会、现代教育研究院联合主办。     

Extracurricular participation and academic achievement in minority students in urban schools

Restructured extracurricular activities are a component in many of the proposed solutions for the educational problems of minority students in urban schools. This study investigates the relationships between participation in traditional extracurricular activities and the academic achievement levels of minority male and female students in poor urban schools. Using a national data base, we found that, in almost 50 percent of the cases, male student participation in extracurricular activities was associated with lower achievement levels. For female students, the results were mixed. In 23 of the 90 different analyses run, females who participated in extracurricular activities were found to have higher achievement levels than nonparticipating females. In 6 cases, female participants had lower achievement levels. In the remaining cases, no differences were found. Reasons for and implications of the results are examined.     

Using the newspaper to support children's emerging literacy

Young children's literacy development involves emerging knowledge, skills, and attitudes about both written and oral language. However, until relatively recent years, children's oral language development has received the lion's share of attention in most early childhood programs. What young children know about written language and their natural ability to learn about writing and reading have been underestimated and misinterpreted and so have received little developmentally appropriate support from early childhood program administrators, teachers, parents, and the public.June Rose Richie is Associate Professor of curriculum and instruction, while Janet E. Foster is Assistant Professor and John M. Johnston is Professor of early childhood education, at Memphis State University, Memphis, TN.