Critical Sociology in K-16 Early Intervention: Remaking Latino Pathways to Higher Education-Reference-Cited by-同舟云学术

Critical Sociology in K-16 Early Intervention: Remaking Latino Pathways to Higher Education

Published:2004-04 Issue:2 Volume:3 Page:164-179
ISSN:1538-1927
Container-title:Journal of Hispanic Higher Education
language:en
Short-container-title:Journal of Hispanic Higher Education

Author:

Collatos Anthony¹,Morrell Ernest²,Nuno Alejandro³,Lara Roger⁴

Affiliation:

1. Institute for Democracy, Education, and Access (IDEA) at the University of California, Los Angeles

2. Michigan State University

3. University of San Francisco

4. California State University, Monterey Bay

Abstract

This article examines the pathways to higher education of two working-class Latino students participating in an intervention program at a diverse, metropolitan high school. Using critical narratives from 2 of the 30 student participants, this article exposes several reasons disproportionately low numbers of Latino students gain access to higher education. Furthermore, their narratives identify several strategies to empower and guide first-generation Latino students toward college access.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/1538192704262989

Reference5 articles.

1. Burdell, P. & Swadener, B. B. (1999). Critical personal narrative and auto-ethnography in education: Reflections on a genre. Educational Researcher, 28(6), 21-26.

2. On ‘Knowing one's self’ selfwriting, power and ethical practice: Reflections from an adult educator

3. Confessing Regulation or Telling Secrets? Opening up the Conversation on Graduate Supervision

4. Garcia, E. & Figueroa, J. (2003). Access and participation of Latinos in the University of California. Social Justice, 29(4), 47-59.

5. Morrell, E. & Collatos, A. (2002). Toward a critical teacher education: High school student sociologists as teacher educators. Social Justice, 29(4), 60-70.

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