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Organizing High Schools and Classrooms for Latina/o Student Educational Success: College-Going Cultures/Resources and Instructional Scaffolding
Mon, April 16, 2:15 to 3:45pm, Vancouver Convention Centre, Floor: Second Level, East Room 8&15Session Submission Type: Symposium
Abstract
This symposium examines how the organization of urban high schools and classrooms contributes to Latina/o student educational success and makes four contributions: First, based on a study of innovating schools with documented success serving predominantly Latina/o youth, we contribute a model that identifies organizational and instructional factors that improve educational outcomes for Latina/o students and reveal tensions in practice. Second, we investigate how norms and resources promote a college-going culture and provide access to cultural capital. Third, we explore in depth the nature of and school supports for instructional scaffolding for disciplinary literacy and academic rigor. Fourth, we highlight a unique resource of a “college lab” that promotes access to social capital and multicultural navigators for Latina/o youth.
Sub Unit
Chair
Papers
High-Leverage Factors for Organizing High Schools and Classrooms for Latino Students’ Educational Success - Betty Achinstein, University of California - Santa Cruz; Rodney T. Ogawa, University of California - Santa Cruz
Organizing Schools/Classrooms With a College-Going Culture for Latina/o Students: Cultural Capital, Comportment, and Complexity - Betty Achinstein, University of California - Santa Cruz; Rodney T. Ogawa, University of California - Santa Cruz; Steven Z. Athanases, University of California - Davis
Instructional Scaffolding for Latina/o Students: Building Toward Disciplinary Literacy and Academic Rigor - Steven Z. Athanases, University of California - Davis; Luciana C. De Oliveira, Purdue University; Serena Padilla, University of California - Santa Cruz
College Lab as Resource for Latina/o Students: Accessing Social Capital and Multicultural Navigators - Rodney T. Ogawa, University of California - Santa Cruz; Betty Achinstein, University of California - Santa Cruz; Marnie Curry, University of California - Santa Cruz; Ana Paulina Moreno, University of California - Santa Cruz