Drawing on participatory action research conducted with students, families, and school staff in a Southwest community in the United States, this volume contests the achievement gap for students of Mexican-descent in the American education system, and highlights asset-based approaches to facilitating students' academic success.
Drawing on participatory action research conducted with students, families, and school staff in a Southwest community in the United States, this volume contests the achievement gap for students of Mexican-descent in the American education system, and highlights asset-based approaches to facilitating students' academic success.
Andrea Romero is Vice Provost for Faculty Affairs and Professsor of Family Studies and Human Development, University of Arizona, US. Iliana Reyes is Associate Dean for Academic Affairs and Community and Global Partnerships, Professor of Teaching and Learning, Sociocultural Studies and the Center for Latin American Studies, University of Arizona, US.
Inhaltsangabe
Part 1: What do students, parents, teachers, counselors, administrators and community leaders feel is necessary for excellent education for all children in their community? 1. Children and Communities with Promise: A Place-based Approach to an Asset Based Bicultural Continuum Model 2. Promesa Vision, Needs, and Strengths: Voices of Children, Youth, and Parents 3. We Have a Vision of a Healthy College-Going School: Principals, Administrators and Counselors 4. Coalition Building for an Asset-based Bicultural Continuum: Breaking Down Silos in La Zona de Promesa 5. Asset-based Bicultural Continuum Model for Educational Equity of Low-Income and Mexican Descent Students Part 2: How one community engaged with education to create an asset-based bicultural continuum 6. Early Childhood Communities as Bilingual and Bicultural Assets 7. Creating College Going Culture in Middle School Through Youth Participatory Action Research: Unity for Change, Believe in Us! 8. From Community Mapping to Community Action: Youth Participatory Action Research on the Educational Pipeline 9. Social Workers Developing Relationships and Linking Students Families and Teachers to Local Resources 10. Final Reflections: La Zona de Promesa and The ABC Continuum Model
Part 1: What do students, parents, teachers, counselors, administrators and community leaders feel is necessary for excellent education for all children in their community? 1. Children and Communities with Promise: A Place-based Approach to an Asset Based Bicultural Continuum Model 2. Promesa Vision, Needs, and Strengths: Voices of Children, Youth, and Parents 3. We Have a Vision of a Healthy College-Going School: Principals, Administrators and Counselors 4. Coalition Building for an Asset-based Bicultural Continuum: Breaking Down Silos in La Zona de Promesa 5. Asset-based Bicultural Continuum Model for Educational Equity of Low-Income and Mexican Descent Students Part 2: How one community engaged with education to create an asset-based bicultural continuum 6. Early Childhood Communities as Bilingual and Bicultural Assets 7. Creating College Going Culture in Middle School Through Youth Participatory Action Research: Unity for Change, Believe in Us! 8. From Community Mapping to Community Action: Youth Participatory Action Research on the Educational Pipeline 9. Social Workers Developing Relationships and Linking Students Families and Teachers to Local Resources 10. Final Reflections: La Zona de Promesa and The ABC Continuum Model
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