Dissertation/Thesis Abstract

Unstandardizing teaching: The classroom teacher as an institutional and empowerment agent for Latina/o youth's college access
by Rojas, Leticia, Ed.D., California State University, Long Beach, 2014, 281; 3674338
Abstract (Summary)

This qualitative dissertation study explores the various roles and practices that classroom teachers can enact in their work to increase the college going rates of working-class Latina/o youth. Utilizing Stanton-Salazar's (2011) empowerment social capital theoretical framework, this study examined the role and identity development, practices, and challenges of 14 classroom teachers whose college-focused work aimed to increase their students' social capital, resources, and opportunities for higher education. In addition, it also examined those cases when educators extended their work to actively counter the inequitable schooling conditions and structures facing working-class Latina/o youth (i.e., empowerment agents). Utilizing interviews, document collection, and journal responses, some of the emerging themes included: the role that teachers' personal identities play in their practices for college access and social justice, the lack of funding and resources for students' college planning prompting educators' efforts, and the various challenging schooling structures and policies testing teacher sustainability. Policy and practice recommendations aim to increase the development of resource-generating and empowering relationships between working-class Latina/o youth and their teachers, as well as to develop structures and environments required for teacher sustainability. Recommendations for further research are also provided.

Indexing (document details)
Advisor: Symcox, Linda
Commitee: Perez-Huber, Lindsay, Stanton-Salazar, Ricardo
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 76/02(E), Dissertation Abstracts International
Subjects: Educational sociology, Educational leadership, Teacher education, Hispanic American studies
Keywords: Empowerment agents, Institutional agents, Latino college access, Social capital, Social justice teachers, Teaching practices, Working-class youth
Publication Number: 3674338
ISBN: 978-1-321-27681-7
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