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2018 - AAAL Annual Conference Words: 45 words || 
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1. Morales, P Zitlali. and Saravia, Lydia. "Caring for Emergent Bilingual Students: The Practice of Cariño for Latinx Students in the U.S. and Indigenous Students in Guatemala" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Grand Chicago, Chicago, IL, <Not Available>. 2019-03-24 <http://citation.allacademic.com/meta/p1325000_index.html>
Publication Type: Colloquium Paper
Abstract: We define cariño (care) as a teacher’s understanding of students’ sociopolitical realities through a demonstrated love for students, evidenced through high academic expectations, and political advocacy. We provide two examples from bilingual classrooms, one in the U.S. and the second in a Latin American context.

2010 - MWERA Annual Meeting Pages: unavailable || Words: 3373 words || 
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2. Li, Zhan., Li, Ting. and Wang, Aimin. "The Difference in Self-Regulation among GED Students, High School Students and College Students" Paper presented at the annual meeting of the MWERA Annual Meeting, The Westin Great Southern Hotel, Columbus, Ohio, Oct 13, 2010 Online <PDF>. 2019-03-24 <http://citation.allacademic.com/meta/p437486_index.html>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: Self-regulation has received considerable attention over the past couple of decades and has been identified as a predictor of student academic and social-emotional competence (Cleary, 2008). This study aims to explore the difference in self-regulation between GED students, high-school students, and college students. GED students may have different reasons for going back to get their high school diploma, and self-regulation may play a crucial role in their learning process. It is meaningful to examine the self-regulation of GED students to provide evidence educators and to support students learning achievement. The information revealed in this study will allow a better understanding towards self-regulation in these three different groups. It would provide evidence about self-regulation for the educators to teach self-regulation skills and for students to improve their learning process.

2015 - 59th Annual Conference of the Comparative and International Education Society Words: 714 words || 
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3. Whitford, Heidi. and McCrink, Carmen Lourdes. "Social justice, student services, and the undocumented student experience in higher education: Perspectives of student affairs administrators" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2019-03-24 <http://citation.allacademic.com/meta/p990879_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Objective/Purpose

This study, funded by the NASPA Foundation, explores the higher education pathways of undocumented students from the perspectives of student service personnel and student affairs administrators. Because Florida is a state that has a high population of immigrants, the study took place in Florida. Using a qualitative interview approach, the research aims to construct a theoretical model that reflects the transformative changes that have taken place within higher education institutions and within the professional practice of student services and student affairs departments as institutions respond to shifting student demographics. The position of undocumented students in higher education is an important facet of the globalization of higher education opportunity.
The research question that this study will pursue is twofold: First, how do higher education administrators perceive the influence of various laws and policies on the access to higher education opportunity for undocumented students? Second, how do higher education administrators describe the experience of working with undocumented students as these students navigate pathways to higher education? The sum of these experiences will be used to contribute to a theoretical framework of organizational learning underpinned by principles of social justice and diversity; such a framework was described by Smith and Parker (2005) to facilitate social change in organizations.

Conceptual Framework

According to Negy (2012), it is important to view the experience of undocumented students through multiple perspectives; Negy posited that a social justice framework is appropriate for this work, which aligns with the advocacy model of qualitative research as well as principles and ethical standards of student affairs practice (NASPA, 2013). Many institutions of higher education incorporate principles of social justice and diversity into their missions. Because social justice and diversity are also frequently invoked in the research literature pertaining to undocumented students, these two concepts intertwine to make a fitting conceptual framework for this research study.

Data Collection Procedures

Phase one of the research procedure involved a document collection and content analysis of legal and policy documents pertaining to higher education practices that affect the higher education opportunity of undocumented students. Based on this information, as well as information gained from analyzing the mission statements of the selected higher education institutions, the researchers embarked on the second phase of the data collection.
The second phase consisted of interviews with participants selected from various higher education institutions in Florida. Participants were purposively selected from among higher education administration positions that entail working with undocumented immigrant students, such as admissions officers, student services personnel, financial aid counselors, and other administrators who have experience working with undocumented students and who have knowledge of the laws and policies that might impact undocumented students. Fifteen interviews have currently been completed and have been digitally recorded, transcribed, and analyzed using Nvivo data analysis software.

Results

The study is currently 75% completed in terms of data collection, with a total of fifteen higher education administrators participating. Data collection began in January of 2014 and is expected to include a total of 20 interviews by January of 2015. Therefore, findings are expected to be available for complete analysis by January/February of 2015. Preliminary themes from the initial data analysis indicate that student affairs administrators have struggled with lack of information regarding undocumented students’ legal status, and therefore have difficulties identifying and providing adequate services for these students. In addition, recent changes in state legislation in Florida have improved undocumented students’ access to higher education, but many are not taking advantage of these opportunities due to lack of information.

Conclusions

Within the higher education milieu, student affairs professionals are in a position to positively influence the development process of young adults by following principles of social justice, equality of opportunity, and advocacy for marginalized and underserved students. Due to the forces of globalization, the undocumented student population is increasing at U.S. higher education institutions. Thus, this research contributes further understanding to student affairs practitioners as they adapt to serve the needs of undocumented students. Building on the research of Gildersleeve and Ranero (2010), this research aims at discerning practitioner awareness through their perceptions of how their practice incorporates working with undocumented students. A central aim of the study is to discover how student services providers learn and adapt to the evolving needs of undocumented students, and by extension, how their respective institutions apply organizational learning to incorporate evolving student demographics.

2010 - UCEA Annual Convention Pages: unavailable || Words: 6774 words || 
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4. Szymanski, Jonathon., Taylor, Dianne. and Cambre, Belinda. "The State of Education in Louisiana: Trend Analyses of Student Achievement, Student Matriculation, and Student Behavior in the Accountability Era" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton New Orleans, New Orleans, Louisiana, Oct 28, 2010 Online <APPLICATION/PDF>. 2019-03-24 <http://citation.allacademic.com/meta/p438112_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examined student outcomes in Louisiana since the implementation of the state’s present accountability system in 1998. The accountability system, consistent with No Child Left Behind, expanded the high stakes testing program, the Louisiana Educational Assessment Program (LEAP), to include high stakes testing at the elementary and middle school levels. Trend analysis procedures were used to examine three K-12 student outcomes: achievement, retention in-grade, and discipline.

2012 - 36th Annual National Council for Black Studies Words: 159 words || 
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5. Beckham, Jerrell. "Meeting the Needs of Black Students Interested in Mathematics and Science: The Lessons Schools Can Learn from Listening to Black Students and Students of Color" Paper presented at the annual meeting of the 36th Annual National Council for Black Studies, Sheraton Atlanta Hotel, Atlanta, GA, Mar 07, 2012 <Not Available>. 2019-03-24 <http://citation.allacademic.com/meta/p560508_index.html>
Publication Type: Individual Presentation
Review Method: Peer Reviewed
Abstract: As the population begin to shift and people of color come closer to becoming the majority and as the United States faces additional concerns in education and particularly in terms of science and mathematics, there will be an even greater need to attract and retain more persons of color like African Americans in STEM areas. This paper looks at the experiences of African Americans and students of color while they were in high school. Through their experiences, it examines some of the problems and challenges in urban schools today. This paper also looks at specific challenges related to science and mathematics classrooms and explores what schools can do to foster a more enriching and caring environment for Black and other students of color interested in STEM careers. This paper takes a critical race theory perspective and specifically focuses on the use of counter narratives to shed light on this evolving concern within the United States.

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