Jarrad Aguirre

Bio: Jarrad Aguirre is an academic researcher from University of Oxford. The author has contributed to research in topics: Science education. The author has an hindex of 1, co-authored 1 publications receiving 8 citations.

Increasing Latino/a Representation in Math and Science: An Insider's Look

Abstract: Recent Yale alumnus Jarrad Aguirre relates his experience creating MAS Familias, a campus organization that supports Latino/a undergraduates studying math and science. Alarmed by Latino/a students' academic struggles and the lack of Latino/a role models in the fields of math and science—and increasingly aware of the social benefits of a diverse scientific work force—Aguirre built MAS Familias to promote dialogue, offer support, and improve persistence for Latino/a undergraduates in math and science departments. Aguirre calls on undergraduates to work together across institutions, to work with youth to build strong networks of budding Latino/a scientists, and to share their stories, as he has done, in an effort to promote change.

Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit

Abstract: The National Research Council (NRC) and National Academy of Engineering (NAE) have released a new report, Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. Based on a national summit that was supported by the National Science Foundation and organized by the NRC and the NAE, the report highlights the importance of community colleges, especially in emerging areas of STEM (Sciene, Technology, Engineering, and Mathematics) and preparation of the STEM workforce. Community colleges are also essential in accommodating growing numbers of students and in retraining displaced workers in skills needed in the new economy. Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit looks at the changing and evolving relationships between community colleges and four-year institutions, with a focus on partnerships and articulation processes that can facilitate student success in STEM; expanding participation of students from historically underrepresented populations in undergraduate STEM education; and how subjects, such as mathematics, can serve as gateways or barriers to college completion.

The Ties That Bind: Teacher Relationships, Academic Expectations, and Racial/Ethnic and Generational Inequality

Abstract: Teachers not only play a pivotal role in developing students’ knowledge and skills but also can serve as role models, which may be particularly beneficial for youth of color and children of immigrants. However, it is unknown whether relationships vary across student racial/ethnic and generational groups. Moreover, the link between teacher-student relationships and students’ academic expectations remains unclear. Using the Education Longitudinal Study of 2002, a nationally representative sample of high schoolers, I found that not all groups of students enjoy strong teacher-student relationships: English teachers report weaker relationships with Asian American students and mathematics teachers with their Latino students compared with third-generation white students. These relationships are important predictors of student expectations. Results highlight the importance of teacher-student relationships and suggest that certain racial/ethnic and generational groups are missing out on this form of social capital.

Stories of Success: Understanding Academic Achievement of Hispanic Students in Science

Abstract: A review of the literature shows that there is much evidence to suggest the challenges facing Hispanic students in American public schools. Hispanic enrollment in K-12 public schools has increased from 6 to 19% in the last thirty years, yet schools have not made adequate adjustments to accommodate this changing population. Issues such as remedial tracking and cultural differences have led to low high school graduate rates for Hispanic students and inequities in schooling experiences (Gay, 2000). Particularly in the area of science, Hispanic students struggle with academic success (Cole & Espinoza, 2008). Despite these obstacles, some Hispanic students are academically successful (Rochin & Mello, 2007; Merisotis & Kee, 2006). This dissertation tells the stories of these Hispanic students who have been successful in science in secondary public schools. This study followed a grounded theory methodology and utilized individual interviews to collect data about Hispanics who have demonstrated achievement in the area of science. Through the analysis of these interviews, factors were identified which may have contributed to the success of these Hispanics in the field of science. Implications for future practice in public schools are also discussed. SUCCESSFUL HISPANIC STUDENTS IN SCIENCE ii Acknowledgements I could not have completed this project without the input from many different people. My sincerest thanks to my advisor, Dr. Ron Narode who helped me with every aspect of this project, from the formulation of my questions through the editing process. He truly pushed me to become a better writer. Thank you also to Dr. Swapna Mukhopadhyay who gave her time freely on many occasions to discuss my readings and ideas. Thank you to Dr. Amy Petti, who provided significant input in helping me develop my literature review, and to Dr. Michael Cummings for taking the time to be a part of my committee and offer valuable suggestions. I also greatly appreciate the time of all the participants. I enjoyed the opportunity to get to know each of them—each one contributed greatly to this project. My thanks to my colleagues who provided everything from encouragment to editing assistance during the writing process. A final thanks to my family, who have made many sacrifices over the past years so that I could reach this goal. SUCCESSFUL HISPANIC STUDENTS IN SCIENCE iii Table of

Latina/o student success at an emerging Hispanic serving community college: Understanding the heuristics at work in the black box

Abstract: by Derek R. Brandes, Ed.D. Washington State University May 2013 Chair: Paul E. Pitre Like many colleges across the United States, Pipe Lake Community College (a pseudonym) has experienced a dramatic increase in enrollment of Latina/o students and is considered an emerging Hispanic Serving Institution (HSI). Other than Santiago & Andrade’s (2010) survey, little research has been conducted on emerging HSIs. And, little research has been done on Latina/o student success at community colleges. Padilla (2009) developed a new line of inquiry focused on student success rather than student departure. Padilla used the metaphor of a black box, a space that is hard to see or measure the processes occurring within, to describe the challenges measuring why some students succeed and others fail in college. This study replicates the approach of Padilla to understanding the student success black box by determining the barriers Latina/o students experience and the knowledge needed and actions taken to overcome these barriers. Twenty-seven successful Latina/o students at PLCC identified 34 barriers that were classified into the following categories: psychological, decision-making, self-discipline, preparation, family, institutional, and