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RTE Episode 3: Latinx Beyond Immigration Featuring Dr. Eddie Fergus
Race Through Education, Episode 3: Latinx Beyond Immigration
In this episode, we focus on Latinidad and identity formation among Latinx populations in the United States. Acknowledging that there is diversity within the Latinx community, we discuss how students navigate their Latino identity and how it impacts their learning experiences. Fawziah and Madison unpack how Madison grew up in Spanish Harlem as a half Black and half Puerto Rican kid that didn’t speak Spanish and his development.
Dr. Eddie Fergus (Temple University) helps us better understand Latinidad from an academic perspective. Through his research, Dr. Fergus explores the effects of educational policy and practice as it intersects the lives of populations living in vulnerable conditions. More specifically, his policy work extrapolates the relationship between discipline codes of conduct, gifted program practice, and academic referral processes and the educational outcomes of low-income and racial/ethnic minority student populations. This work also outlines policy and practice changes in order for schools to develop as protective environments for vulnerable populations.
Resources
English proficiency of Hispanic population in the U.S., 2017
Fergus, E. (2009). Understanding Latino students’ schooling experiences: The relevance of skin color among Mexican and Puerto Rican high school students. Teachers College Record, 111(2), 339-375.
Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience: Improving the life trajectory of Black and Latino boys. Harvard Education Press.
Noguera, P., Hurtado, A., & Fergus, E. (Eds.). (2013). Invisible no more: Understanding the disenfranchisement of Latino men and boys. Routledge.
Ogbu, J. U. (1981). Origins of human competence: A cultural-ecological perspective. Child development, 413-429.
Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural‐ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188.
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By Madison and Fawziah
5
1818 ratings
Race Through Education, Episode 3: Latinx Beyond Immigration
In this episode, we focus on Latinidad and identity formation among Latinx populations in the United States. Acknowledging that there is diversity within the Latinx community, we discuss how students navigate their Latino identity and how it impacts their learning experiences. Fawziah and Madison unpack how Madison grew up in Spanish Harlem as a half Black and half Puerto Rican kid that didn’t speak Spanish and his development.
Dr. Eddie Fergus (Temple University) helps us better understand Latinidad from an academic perspective. Through his research, Dr. Fergus explores the effects of educational policy and practice as it intersects the lives of populations living in vulnerable conditions. More specifically, his policy work extrapolates the relationship between discipline codes of conduct, gifted program practice, and academic referral processes and the educational outcomes of low-income and racial/ethnic minority student populations. This work also outlines policy and practice changes in order for schools to develop as protective environments for vulnerable populations.
Resources
English proficiency of Hispanic population in the U.S., 2017
Fergus, E. (2009). Understanding Latino students’ schooling experiences: The relevance of skin color among Mexican and Puerto Rican high school students. Teachers College Record, 111(2), 339-375.
Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience: Improving the life trajectory of Black and Latino boys. Harvard Education Press.
Noguera, P., Hurtado, A., & Fergus, E. (Eds.). (2013). Invisible no more: Understanding the disenfranchisement of Latino men and boys. Routledge.
Ogbu, J. U. (1981). Origins of human competence: A cultural-ecological perspective. Child development, 413-429.
Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural‐ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188.