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.
|Commitee:||Perez-Huber, Lindsay, Stanton-Salazar, Ricardo|
|School:||California State University, Long Beach|
|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|
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