CLEARvoz Journal (Center for Leadership, Equity and Research)
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Implementing AB 705: Implications For Equitable Outcomes Of Latinx Students
Full text linkThis study examined perceived implications for equitable outcomes of students based on organizational changes related to developmental education reform, California Assembly Bill 705. The research site was a Hispanic Serving Community College with a majority Latinx student population. This instrumental case study employed various methods, including semi-structured interviews, document collection and analysis, physical artifact collection, and observations. The inquiry prioritized learning from eleven participants (faculty, staff, and administration) who were charged with implementing AB 705. Findings included three primary themes related to the implications for equitable outcomes for Latinx students, Prioritizing Equity Through Institutional Documents, Removing Institutional Barriers as a Form of Student Empowerment, and Threats to Equitable Outcomes. Results of this study revealed positive implications attributed to prioritizing equity in institutional documents and removing institutional barriers. Conversely, the findings also exposed underlying problems of practice that persist in higher education, such as implicit biases, and race-neutral and color-blind approaches to understanding equity. This research will be of interest to those invested in similar change processes
Crossing the Digital Divide and the Equity Expanse : Reaching and Teaching All Students During the Pandemic
Full text linkThe COVID-19 pandemic illuminated the digital divide revealing an expanse of inequity among students who had access to the internet, personal devices, and parental support during remote learning and those who did not. Framed with the theoretical lenses of structural ideology and culturally responsive school leadership, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were responding to the technology needs of students and families while in hybrid and distance learning models. Often those without access to digital tools and information were those who were also experiencing poverty. Recommendations for further research are provided including advocacy for the expansion of broadband access, the pandemic’s impact on the mental health of students, and efforts to sustain access to technology for all learners after the COVID-19 pandemic concludes.
Keywords: COVID-19, pandemic, equity, technology, distance learning, hybrid learning, students, education, structural ideology, culturally responsive school leadershi
Foreword: Combating De-Diversifying In Higher Education
Full text linkFocusing on the plight of Latinx students and faculty of color in higher education, this JLER formidable Special Edition provides a kaleidoscope of powerful accounts that highlight the experiences of Latinx populations and their long, hard struggle toward equity and social justice
Book Review
Full text linkBook review of:
Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIsEd. Gina Ann GarciaInformation Age PublishingPages: 381Published: 2020Price: $45.99 (Paperback
Introduction To The Special Edition On Latina/o/x Postsecondary Education
Full text linkThis 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
Undocumented Chicanx/Latinx Graduate Students: Illuminating Home-Based Sources Of Support
Full text linkThis qualitative research study explores the experiences of Chicanx/Latinx undocumented graduate students in higher education and specifically examines the home-based teachings and learnings employed by their parents to access and navigate higher education institutions. The study is guided by the research question: How do undocumented Latinx graduate students make sense of the forms of support and participation they receive from their families around education? The authors used Bernal’s (2001) Pedagogies of the Home as a guiding framework. The findings revealed important learnings from their family’s migration, laboral experiences and struggles, and strategies to resist marginalization. Through this study, student experiences highlight important considerations for policy and practice that validate the teachings and learnings that occur in their families and homes
Implementing Policy: Navigating the English Learner Roadmap for Equity
Full text linkThis essay explores a variety of ways California’s new policy, the English Learner Roadmap, can be used as a tool to make significant, transformative changes to provide meaningful learning opportunities for students classified as English Learners. It explores the Roadmap’s four principles and provides suggestions for ways to capitalize on the policy to improve educational opportunities for English Learners
Best Practices In Teaching Spanish In Higher Education During COVID-19
Full text linkOne of the main issues for educators during the pandemic has been transitioning successfully to online teaching in some cases without adequate training. Thus, we needed to prepare for emergency technology issues in record time and how to find a balance between synchronous and asynchronous sessions. How can we facilitate student self-access learning? This article will suggest best practices in teaching Spanish online, especially in these emergency remote teaching situations. How can we hold a class that has the same rigor as face-to-face instruction and how can we guarantee opportunities for interaction so that acquisition can take place? Additionally, we cannot forget about student feelings during this transition. Learning is social so the instructor has to make sure to be present online so that online learning is successful (Rapanta, Botturi, Goodyear, Guàrdia, & Koole, 2020). Finally, we will discuss how we should conduct assessment. Due to the emergency remote situation, instructors should conduct self-regulations through self-reflections and portfolios. In order to develop these assignments, universities should invest in professional development.
 
Effects Of A Collaborative, Technology-based Intervention Involving School Principals To Retain Early-career Teachers: A Scaled, Quantitative Research Study
Full text linkStatistics have shown that at least 50% of all teachers leave the profession within the first five years, with higher departure rates in certain subjects (e.g. science and mathematics, special education, English language development) (Ingersoll, 2003) and in under-resourced schools with traditionally underserved students of color (Redding & Henry, 2018). Moreover, lack of administrative support is cited as a significant factor in teacher job satisfaction (Borman & Dowling, 2008; Donaldson, 2013). To investigate principal and early-career teacher attitudes regarding support, an intervention was conducted to investigate the degree that a single, brief meeting involving school principals and their early-career teachers had on feelings of support. Informing policy-makers and practitioners alike, results of this pilot study indicated that, 45 days after the intervention, teacher and principal participants reported a general increase in perceived levels of support, relative to control participants
