Latinx/Hispanic Heritage Month Scholarship

Link to full text (if available)

Link to abstract

1. (Article) Culture as Mediator: Co-regulation, self-regulation, and middle school mathematics achievement (Hinnant-Crawford, Faison, & Chang, 2006)
2. (Abstract) "Why am I the one who gets to go to Mexico?": Guilt, ambitious loss, and bridge-building among Latinx students (Kaneria, Kasun, & Marks, under review)
3. (Article) The expropriation of dual language bilingual education: deconstructing neoliberalism, whitestreaming, and English-hegemony (Freire, Gambrell, Kasun, Dorner, & Cervantes-Soon, 2021)
4. (Article) “Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education (Cervantes-Soon, Gambrell, Kasun, Sun, Freire, & Dorner (2020)
5. (Grant) Bringing Native science into Atlanta's K-12 dual language immersion: Digital curriculum and adaption in an APS classroom (Kasun, Gambrell, Delvan, Arcos-Barreiros, & Hernandez (2021-22)
6. (Chapter) Hollywood or History: An Inquiry-based strategy to learn about Latinx Communities and History in the Classroom (Perez & Adams, in press)

Table of Contents

BCOE Scholarship in Service of Latinx/Hispanic Teachers, Learners, and Communities

Link to full text (available through MS Teams)

CONTACT: Dr. Mei-Lin Chang (mchang6@kennesaw.edu)

Scholarship in Service of Latinx/Hispanc Learners, Teachers, & Communities

Brandi N. Hinnant-Crawford, Morgan Z. Faison, & Mei-Lin Chang

Culture as mediator: Co-regulation, self-regulation, and middle school mathematics achievement

Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing “a common problem-solving plane” through which self-regulatory strategies are learned (Hadwin and Oshaige, 2011, p.247). This paper aims to investigate the impact of co-regulation on self-regulation and math achievement for culturally diverse students...This empirical study used structural equation modeling framework to estimate the effects of co-regulation on self-regulation and math achievement, as measured by the statewide-standardized test. Surveys measuring students’ use of co-regulatory and self-regulatory strategies and standardized math test scores were collected from 625 seventh- and eighth-grade students in a suburban district outside a southeastern urban center in the 2011-2012 academic year... Results indicated that co-regulation is positively and significantly related to self-regulation strategy use among students in the sample. Self-regulation and co-regulation were positively related to math achievement. Data suggest the modeled relationship of co-regulation, self-regulation and achievement may vary by ethnic group...A large body of literature documents the impact of self-regulation on student achievement, although there is less focus on students of color. This work expands that body of literature by examining co-regulation as a predictor of self-regulation and its mediated effects on student achievement for students of color.

CONTACT: Dr. Beth Marks (bmarks@kennesaw.edu)

Scholarship in Service of Latinx/Hispanc Learners, Teachers, & Communities

Jyoti Kaneria, G. Sue Kasun, & Beth Marks (Manuscript under review)

"Why am I the one who gets to go to Mexico?": Guilt, ambiguous loss, and bridge-building among Latinx students

The impact of geopolitical borders on transnational study abroad students include deep emotionalities related to immigration statuses, borders, losses, and connections. This article uses a plática methodology, grounded in the interconnection of the students and researchers and their everyday lived experiences within the research process. The intersection of border theory, Anzaldúan theory, and ambiguous loss are integrated through plática analysis. The students’ feelings of guilt and grief over their education abroad experience illuminated the finding of la facultad while their reflections about self, family, and the group focused on the bridges of connection. We recognize the students’ irreconcilable challenges related to guilt and their continued transformation toward bridge-building/connectionist facultad during this heritage and heritage adjacent study abroad program. We argue for further implementation of ethnic studies curriculum for students to learn about their languages, cultures, and histories as well as broader creation of space to reflect on experiences of guilt, pain, and loss.

Link to full text (must be signed into KSU Library for access)

CONTACT: Dr. James Gambrell (jgambre2@kennesaw.edu)

Scholarship in Service of Latinx/Hispanc Learners, Teachers, & Communities

Juan A. Freire, James Gambrell, G. Sue Kasun, Lisa M. Dorner, & Claudia Cervantes-Soon

The expropriation of dual language bilingual education: Deconstructing neoliberalism, whitestreaming, and English-hegemony

A growing body of research has demonstrated that neoliberal discourses have negatively impacted dual language bilingual education (DLBE) for students designated as English learners. This study uses the concept of expropriation to refer to the co-opting and dispossessing of educational resources, opportunities, and rights from language-minoritized communities, and a shift to the reframing and reuse of these resources by white English-privileged populations for their benefit. Using Utah’s DLBE model (fiftyfication, exclusion of one-teacher model, exclusion of one-way developmental bilingual education, and strict language separation policy) as a foundational expropriation reference, we evaluated which states followed this model, how they implemented it, what discourses were used, and who the beneficiaries were. Employing critical discourse analysis, we examined DLBE policy documents gathered from states’ websites across the U.S. and found that Delaware, Georgia, and Wyoming emulated Utah’s model. Findings showed discursive gentrification propelled by English-hegemonic and neoliberal forces, which benefited white English-privileged students. We posit further analyses should consider the intersection of other policies in the context of expropriation conditions..

Link to full text (must be signed into KSU Library for access)

CONTACT: Dr. James Gambrell (jgambre2@kennesaw.edu)

Scholarship in Service of Latinx/Hispanc Learners, Teachers, & Communities

Claudia Cervantes-Soon, James Gambrell, G. Susan Kasun, Wenyang Sun, Juan A. Freire, & Lisa M. Dorner

"Everybody wants a choice" in dual language education of El Nuevo Sur: Whiteness as the gloss for everybody in media discourses of multilingual education

Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model integrates English speakers and speakers of a minoritized language to promote biliteracy for all, disrupting a legacy of English-only education. Such contradictions, along with the Southeast’s complex history of racial relations, create tensions and opportunities for DL. Through media content analysis, informed by LatCrit, we examined discourses about DL to determine ways DL is framed and conceived. Findings demonstrate how public discourses perpetuated notions of whom DL should serve, and for what purposes. The discussion identifies spaces of resistance DL supporters can engage to promote democratic, rather than neoliberal, articulations of DL.

CONTACT: Dr. James Gambrell (jgambre2@kennesaw.edu)

Scholarship in Service of Latinx/Hispanc Learners, Teachers, & Communities

Kasun, Gambrell, Delvan, Arcos-Barreiros, & Hernandez (AGREC Grant, 2021-22)

Bringing Native science into Atlanta's K-12 dual language immersion: Digital curriculum and adaption in an APS classroom

Dual language immersion education—where students generally learn half the day in a target language and half the day in English—is both one of the few points of hope on the U.S. public education landscape and also growing exponentially nationally. After an exhaustive review in 2020-2021 of available curricular materials in non-English program languages in U.S. K-12 dual language immersion at the middle school level, PI Kasun (GSU) and Atlanta Public Schools Dual Language Immersion Buildout administrative lead Katherine Stocking found that no publisher has created meaningful and extensive materials for instruction, including in Spanish (the leading target dual language of instruction in the U.S.). Dual language immersion is the fastest-growing second language acquisition model in U.S. public schools, expanding at a rate of 20,000% from 1990-present to over 2,600 U.S. programs (Medina, 2016). Similarly, there is little available science curriculum in partner languages at the elementary or middle level for dual language instruction. An innovative approach to science education that matches the academic and intercultural goals of dual language education is an Indigenous or Native science curriculum; Native science approaches can bridge the need for culturally responsive instruction with research-based ways to deliver science instruction that addresses current global citizenship and climate crises, among others (Cajete, 2000). We intend to use the funds from this grant to create exemplar instructional materials and provide pilot data from one classroom toward building a much larger project to help meet this critical need for highly-engaging science curriculum from Indigenous populations in dual language immersion instruction. The project will: (a) develop a digital curriculum with support from coPIs at the University of Veracruz in the Indigenous University System, (b) provide exemplars of the instructional planning process in K-12 bilingual methods courses at GSU and KSU, (c) coordinate the teaching of the new curriculum by a partner in Atlanta Public Schools, [and] (d) be evaluated for impact and effectiveness for the students and educators involved in the process.

Link to full text (file vailable through Teams)

CONTACT: Dr. Erin Adams (eadams55@kennesaw.edu)

Scholarship in Service of Latinx/Hispanc Learners, Teachers, & Communities

Mireya Perez & Erin Adams

Hollywood or History: An Inquiry-based strategy to learn about Latinx Communities and History in the Classroom

In our state, and we imagine in many others as well, elementary and middle grades civil rights curricula ends at Brown v. Board of Education and subsequent integration efforts (e.g. Ruby Bridges, Sylvia Mendez). While it is valuable to learn about school desegregation, focusing only on the rights to walk in to a school building ignores ongoing equity issues within the walls of schools. Not enough attention has been paid to students’ rights to walk out in response to substandard educational opportunities. Furthermore, in addition to state and national standards related to history and civics, we have included economics. Education is a public good and increased human capital is what is supposed to be its outcome. Bayard Rustin knew that “one of the quickest ways to destroy inequality and segregation is to hit it in the pocketbook. Financial aid to the school system is based upon pupil attendance” when he organized the New York City school sit-outs, Therefore, school walkouts can be framed as a demand for economic justice, for equality under the market as under the law and for capitalism to deliver on its promises. We think this is particularly salient given that the walkouts took place at the height of the Cold War.There are many similarities between the East LA Walkouts and student and adult protests today. Efforts to discredit activist movements are also similar. For example,“Red baiting,” that is, a scare tactic wherein activists are accused of harboring socialist or communist sympathies or as being agitated by outside forces, is alive and well today.