Factors Affecting the Normative Secondary Transition of Latina/o Students

• In Event: Roundtable Session 111
  In Roundtable Session: Expressing Our Selves: Diversity and Self-Identity

Abstract

The purpose of the study is to explore the learning environment in middle and high
school and the perceptions and experiences of Latina/o students and their teachers and counselors during the eighth and ninth grade years of the normative secondary transition. As a result of the relationship within the social structure and human agency of eighth and ninth grade teachers and counselors, the study juxtaposes the situational context of the learning environment with the actions of Latina/o students during their normative secondary transition. Recommendations for practitioners in the field of education to address transitional competence include a three-pronged approach that includes: (1) acknowledging incongruities, (2) allowing student voice, and (3) acting upon the voice that educators hear.

Authors

• Ellen K. Edeburn, California State University - Northridge

• Greg Knotts, California State University - Northridge