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.     

Influences of Witnessed Affect on Information Processing in Children

Children between the ages of 5 and 10 years watched a videotape of a child having a routine medical exam. Embedded within the scenes were systematic variations of depicted facial affect shown by doctor and child. Measures were taken of autonomic reactions and information-processing errors in response to positive, neutral, and negative affective cues. For 5-6-year-olds, processing errors were greatest in the negative affect condition. Additionally, peak increases in heart rate (HR) and skin conductance level (SCL) were demonstrated by 5-6-year-olds in response to negative affect shown by the witnessed child; increases in HR were in turn predictive of processing errors. Older children (9-10 years) showed trends reflecting reduced processing errors in response to witnessed negative affect. It was suggested that younger children respond to salient threat cues with a "defensive" response pattern that is relatively adaptive at younger but not older ages.     

Why Do I Feel I Don’t Belong to the Brazil on TV?

Telenovelas have been considered the predominant popular genre on television, the most widely available and popular national medium, in Brazil, for more than 30 years (Straubhaar, 1982). However, we argue in this article that although telenovelas do indeed have this remarkable penetration and popularity in Brazil, their reception is mediated by audience class, geographical location, race, and issues with media content. Many in the audience feel disenfranchised from the dominant telenovela representations, particularly on the primary network, TV Globo, because of their rural, Northeastern status and identity, or their Afro-Brazilian identity. They question their sense of belonging, not because they do not feel Brazilian, but because the “Brazil” they see on TV does not include them.     

Physiological reactivity to responsive and unresponsive children as moderated by perceived control

80 undergraduate women, pretested on the Parent Attribution Test (PAT), watched videotapes of responsive and unresponsive children in anticipation of subsequent interaction with them. Physiological measures (heart rate, skin temperature, and skin conductance) were monitored as subjects viewed videotapes and during a postinterview. Subjects who perceived caregiving failure as uncontrollable (on the PAT) were significantly more reactive to variations in child responsiveness than were those who perceived failure as controllable. The highest level of arousal (elevated heart rate and skin conductance) was manifested by "low-control" women anticipating interaction with unresponsive children. The increased arousal level shown in reaction to unresponsive children was accompanied by decreased skin temperature--suggesting the presence of fear or anxiety. Results were interpreted as indicating the importance of social cognitions as moderators of caregiver response to child behavior.     

Developing understanding of mathematical modeling in secondary teacher preparation

This study examines the evolution of 11 prospective teachers’ understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include modeling as part of the school curriculum under current state standards. The module consisted of readings, analysis of the Common Core State Standards, carefully designed modeling activities, individual and group work, discussion, presentations, and reflections. The results show that while most prospective teachers had misconceived definitions of mathematical modeling prior to the module, they developed the correct understanding of modeling as an iterative process involving making assumptions and validating conclusions connected to everyday situations. The study reveals how the prospective teachers translated the modeling cycle into practice in the context of a carefully designed open-ended problem and the strong connections between modeling activities and promoting mathematical practices.