Reflective Processes Inform Student Sense-Making and Decision Making Toward Post–High School Trajectories

• In Event: Constructivist Theory, Research, and Practice: Perspectives and Insights From Preschool Through Adulthood

Abstract

The purpose of this qualitative, narrative study is to center the ways in which the 3rd and 4th generation Mexican Americans of this make meaning of and interpret educational experiences that influenced post high school trajectories. The research is of scholarly significance as it centers a multi-generational counter-story to the dominant narrative of the declining academic attainment of Mexican Americans. The counter-stories of this research are especially significant because they serve as findings that prompt educators to engage students as highly reflective individuals and equal stakeholders whose post high school trajectories are greatly influenced by relationships that seek out this reflective dialogue.

Author

• Amanda J. Cordova, North Dakota State University