This essential resource is designed to help your classroom, school, or district better identify and serve gifted English language learners in the Latinx community. Drawing on detailed case studies and vignettes from actual programs, chapters highlight the unique needs of gifted Latinx English language learners, and look at how you can best identify and support their development.

In 1954 the U.S. Supreme Court ruled that state laws establishing racial segregation are unconstitutional, declaring "separate is inherently unequal." Known as a seminal Supreme Court case and civil rights victory, Brown v. Board of Education resulted from many legal battles that predicated its existence. Marisela Martinez-Cola writes about the many important cases that led to the culmination of Brown. She reveals that the road to Brown is lined with "bricks" representing at least one hundred other families who legally challenged segregated schooling in state and federal courts across the country, eleven of which involved Chinese American, Native American, and Mexican American plaintiffs.

Educators often invoke the term care to describe why they entered the field and what compels them to continue. This book argues that care, as typically described and enacted, is not sufficient for leading schools, particularly those serving Black and Latinx children. Instead, school leaders need to embrace radical care. Drawing from 20 years of researching and working in New York City public schools, Rosa Rivera-McCutchen outlines the five components of radical care: adopting an antiracist stance, cultivating authentic relationships, believing in students' and teachers' capacity for excellence, leveraging power strategically, and embracing a spirit of radical hope.

The authors of this book provide caring advice to Black, Indigenous, and Teachers of Color (BITOC) to help sustain them into and through the teaching profession. Through an examination of BITOC in the education workforce, the assets that these educators bring to the teaching profession are identified, as are some of the most critical challenges they face in today's schools.

Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013 Campus Counterspaces finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, Keels argues, they were asking for access to counterspaces--safe spaces that enable radical growth.

Civics Education in Contentious Times: Working with Teachers to Create Locally-Specific Curricula in a Post-Truth World is a longitudinal research study that focuses on the collaboration between a researcher and elementary teachers to design and implement locally-specific civics curriculum in a predominately Latinx-serving Title I school.

This volume provides an original and wide-ranging discussion of theoretical, pedagogical, and policy-related issues and obstacles in classroom settings--the pedagogical consequences of codeswitching for teaching and learning of language and content in one-way and two-way bilingual classrooms.

Through powerful narratives of parents of Black and Latinx students with disabilities, this book provides a unique look at the relationship between disability, race, urban space, and market-driven educational policies. Offering significant insights into complex forms of educational exclusion, the text illustrates the actual challenges and paradoxes of school choice faced by today's parents.

Hispanic Women/Latina Leaders Overcoming Barriers in Higher Education explores the recruitment, promotion, retention process, and the barriers and resilience needed for Hispanic women/Latinas in higher education leadership roles. The chapters use data collected via a qualitative, phenomenological research study including open-ended interviews, field notes, biographical questionnaires, and a researcher's reflective journal.

The United States demography is changing rapidly. How are we capturing these shifts? Do the racial categories that exist accurately represent the individuals who fall into them? Have long-standing categories hindered our understanding of racial inequality?

Suddenly Diverse is an ethnographic account of two school districts in the Midwest responding to rapidly changing demographics at their schools. It is based on observations and in-depth interviews with school board members and superintendents, as well as staff, community members, and other stakeholders in each district: one serving "Lakeside," a predominately working class, conservative community and the other serving "Fairview," a more affluent, liberal community.

The widely recognized "Dreamer narrative" celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship. While a well-intentioned, strategic tactic to garner political support of undocumented youth, it has promoted the idea that access to citizenship and rights should be granted only to a select group of "deserving" immigrants. The contributors to We Are Not Dreamers--themselves currently or formerly undocumented--poignantly counter the Dreamer narrative by grappling with the nuances of undocumented life in this country.

Hispanic-Serving Institutions (HSIs)--not-for-profit, degree-granting colleges and universities that enroll at least 25% or more Latinx students--are among the fastest-growing higher education segments in the United States. As of fall 2016, they represented 15% of all postsecondary institutions in the United States and enrolled 65% of all Latinx college students.

In August 2011, ethnographers Carolina Alonso Bejarano and Daniel M. Goldstein began a research project on undocumented immigration in the United States by volunteering at a center for migrant workers in New Jersey. Two years later, Lucia López Juárez and Mirian A. Mijangos García--two local immigrant workers from Latin America--joined Alonso Bejarano and Goldstein as research assistants and quickly became equal partners for whom ethnographic practice was inseparable from activism. In Decolonizing Ethnography the four coauthors offer a methodological and theoretical reassessment of social science research, showing how it can function as a vehicle for activism and as a tool for marginalized people to theorize their lives.

This book proposes community service-learning as a critical pedagogy that connects learners and communities to address key challenges in heritage language education.

Educating Across Borders is an ethnography of the learning experiences of transfronterizxs, border-crossing students who live on the U.S.-Mexico border, their lives spanning two countries and two languages.

Empowering Men of Color on Campus examines how men of color negotiate college through their engagement in Brothers for United Success (B4US), an institutionally-based male-centered program at a Hispanic Serving Institution.

The purpose of this edited book is to enhance a greater collaborative focus on Latino Educational Leadership throughout the pipeline by inviting both established and up-and-coming scholars who can speak to various aspects related to developing all leaders, as well as, the preparation of Latina/o educational leaders, for serving Latino communities.

Explores topics relevant to the experience of Latinx/a/o students and professionals in higher education and illustrates key elements that should be considered in the development of varied pathways for success.

In Learning to Be Latino, sociologist Daisy Verduzco Reyes paints a vivid picture of Latino student life at a liberal arts college, a research university, and a regional public university, outlining students' interactions with one another, with non-Latino peers, and with faculty, administrators, and the outside community.

In The Making of a Teenage Service Class, Ranita Ray uncovers the pernicious consequences of focusing on risk behaviors such as drug use, gangs, violence, and teen parenthood as the key to ameliorating poverty. Ray recounts the three years she spent with sixteen poor black and brown youth, documenting their struggles to balance school and work while keeping commitments to family, friends, and lovers.

Provides concrete examples of homework mentorship and positive academic interventions among immigrant families.

Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)--teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation.

Candid and illuminating, this text exposes the educational realities of Latinos (U.S. and foreign-born) in K-12 public schools in the Western United States from the students' own perspectives.

Through ethnographic and participant observation in two underperforming majority-minority schools in Los Angeles, as well as interviews with teachers, parents and staff, Latina Teachers examines the complexities stemming from a growing workforce of Latina teachers.

The essays in this volume contain a symphony of carefully orchestrated narratives that engage a wide-ranging assemblage of topics including immigration, indigenous identity, Gen zaros, hybridity, education, religious syncretism, and United States and Spanish imperialism.

The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions.

Demonstrates how educators and policymakers should treat the intertwined nature of immigrant education and social progress in order to improve current policies and practices.