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JournalISSN: 1068-3844

Multicultural Education 

About: Multicultural Education is an academic journal. The journal publishes majorly in the area(s): Multicultural education & Cultural pluralism. It has an ISSN identifier of 1068-3844. Over the lifetime, 600 publication(s) have been published receiving 8631 citation(s).
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Journal Article
Abstract: Rapid growth in the ELL and Hispanic student populations demands attention among educators and teacher education programs, as the academic success rate of Hispanic students nationwide and in Idaho has consistently lagged well behind the rest of the student population (Bergman, 2005). From fall 1993 through spring 2004, Idaho’s Hispanic cohort dropout rate estimates ranged between 42.61 percent and 23.19 percent. The actual number of dropouts in grades nine through twelve reported by school districts to the state department of education during this time period totaled 7,358 students (Idaho State Department of Education, 2004). Recent school reports in the state clearly indicate that a gap exists between academic achievement rates of Idaho’s Latino students and majority students. Data for the Idaho Standards Achievement Tests (ISAT) compiled by the state department of education following the 2004-2005 academic year reveal discrepancies in achievement for Idaho’s largest LEP ethnic subgroup in all three areas tested by the ISAT: reading, language usage, and mathematics (Idaho State Department of Education, 2005).

140 citations

Journal Article
Abstract: Julio Cammarota is an assistant professor and Augustine Romero is a graduate student in the Bureau of Applied Research in Anthropology and the Mexican-American Studies and Research Center at the University of Arizona, Tucson, Arizona. Latina/o students often experience coursework that is remedial and unchallenging––benign at best, a dumbing-down at worst (Solórzano & Yosso, 2001). This potential limiting curriculum is not only failing to provide Latinas/os with the credentials necessary to advance economically, but their education denies them the opportunity to develop the critical voices and intellectual capacities necessary to do something about it. To borrow the words of Carter G. Woodson (1977), there is a “mis-education of Latinas/os,” in which their voices and potentialities to challenge an unjust world is suppressed by the consistent battery of standardized tests, rote learning, and curricular content that has little bearing on their everyday struggles as young people of color. Thus, the standard educational experience for young Latinas/os tends to submerge them into silence, where they are taught to be quiet and avoid independent and critical thinking. This is a dangerous lesson for them to learn, and it is dangerous for everyone. Young Latinas/os are the next generation that will signifi cantly change the composition of our society. And if they are encouraged to become silent adults, this new burgeoning majority will not have the capacity to effect social change that moves toward an egalitarian reality for all people. In this article, we present an educational model based on a critically compassionate intellectualism that can foster the liberation of Latinas/os as well as A Critically Compassionate Intellectualism for Latina/o Students:

115 citations

Journal Article
Abstract: Parental engagement in education has proven to be important to children's academic success. Research suggests that when parents are involved in their children's schooling, children tend to be motivated learners, have high educational aspirations, get good grades, and experience a sense of school belonging (Cheung & Pomerantz, 2012; Hill et al., 2004; Kuperminc, Darnell, & Alvarez-Jimenez, 2007). Research also shows that the advantages of parental involvement benefit all students, including minority and immigrant students (Jeynes, 2003). In light of globalization, schools in many Western countries such as Canada and the United States receive large numbers of immigrant and refugee students each year. As a result of these demographic shifts, ways to engage culturally diverse parents are gaining increased attention in the literature. Interest in best practices and models of working with culturally diverse families is growing. This article seeks to contribute to this body of knowledge by reporting on a case study of refugee parent engagement. Specifically, this article reports on how inclusive parent engagement was understood and facilitated in the context of a multi-agency program for refugee families in an urban center in Western Canada.

99 citations

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