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Empowering Latin Youth Through Development of Their Critical Consciousness.

機譯：通過發(fā)展批判意識來增強拉丁青年的能力。

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摘要

One in every four students in the United States is Latin , yet approximately half of Latin students fail to complete a high school diploma within four years. By 2020, Latin s will comprise approximately 50% of the population of the United States, which will lead to the "Latinization" of K-12 schools. Despite being such a large part of the U.S. population, only 13% of Latin s graduate college (Irizarry & Donaldson, 2012).;In Oregon, the graduation rate for the 2015-2016 four-year cohort was 73.8%; for Latin s, the graduation rate was 67.4% (Oregon Department of Education, 2017). In 2015-2016, the River County School District had a graduation rate of 70.8% for the overall four-year cohort, but only 59.4% of the Latin students within that four-year cohort. Oregon mirrors the United States in that Latin s continue to make up a growing percentage of the overall population in Oregon. Every day that Oregon public schools struggle to provide a high school education with high expectations for Latin students is another day of jeopardizing the future of Oregon.;This qualitative action research aimed to explore the development of critical consciousness in Latin ninth grade students at a comprehensive high school through a CRT and LatCrit lens. This study intended to change ninth grade, first-generation, U.S. born high school students' position in their own education process, to empower students to consider their own educational point of view, to analyze their own and their peers' points of view, and to organize opportunities to share their point of view with teachers and school district leaders in order to advocate for their educational needs and rights and to liberate themselves from marginalizing experiences in high school. The intention of this critical action research is to empower students to identify and advocate for their own academic success.
機譯：在美國，四分之一的學(xué)生是拉丁文，但大約有一半的拉丁文學(xué)生在四年內(nèi)未完成高中文憑。到2020年，拉丁文將占美國人口的大約50％，這將導(dǎo)致K-12學(xué)校“拉丁化”。盡管在美國人口中占很大比例，但僅占拉丁文研究生院的13％（Irizarry＆Donaldson，2012年）。在俄勒岡州，2015-2016年四年級畢業(yè)生的畢業(yè)率是73.8％；對于拉丁文s，畢業(yè)率為67.4％（俄勒岡教育局，2017）。在2015年至2016年，河縣學(xué)區(qū)的整個四年級學(xué)生的畢業(yè)率是70.8％，但在該四年級學(xué)生中只有59.4％的拉丁裔學(xué)生。俄勒岡州與美國相似，拉丁語在俄勒岡州的總?cè)丝谥兴急壤^續(xù)上升。俄勒岡州的公立學(xué)校每天都在努力為拉丁學(xué)生提供高期望的教育，這是危害俄勒岡未來的另一天。該定性行動研究旨在全面探索拉丁九年級學(xué)生的批判意識的發(fā)展。高中時通過CRT和LatCrit鏡頭。這項研究旨在改變九年級第一代美國出生的高中學(xué)生在他們自己的教育過程中的地位，使學(xué)生能夠考慮自己的教育觀點，分析他們自己和同齡人的觀點，以及組織機會與老師和學(xué)區(qū)負責(zé)人分享他們的觀點，以倡導(dǎo)他們的教育需要和權(quán)利，并使自己擺脫高中邊緣化的經(jīng)歷。這項重要行動研究的目的是使學(xué)生有能力識別和倡導(dǎo)自己的學(xué)術(shù)成就。

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  • 作者

    Gomez, Mayra L.;

  • 作者單位

    Lewis and Clark College.;

  • 授予單位 Lewis and Clark College.;
  • 學(xué)科 Hispanic American studies.;Secondary education.
  • 學(xué)位 Ed.D.
  • 年度 2017
  • 頁碼 115 p.
  • 總頁數(shù) 115
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類 生物化學(xué);
  • 關(guān)鍵詞

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