Campa, Blanca (2010). Critical Resilience, Schooling Processes, and the Academic Success of Mexican Americans in a Community College. Hispanic Journal of Behavioral Sciences, v32 n3 p429-455 Aug. This qualitative study adds new dimensions to the traditional paradigm of resilience through the lives of five Mexican American community college students. The term \critical resilience\ emerges as a result of using ideology from a feminist critical perspective. In-depth interviews, classroom observations, and focus groups were used to learn how this group of students overcame many obstacles and achieved success at Camino Real Community College (a pseudonym). The findings demonstrate that the participants' critical resilience is promoted by focusing on the cultivation of a larger purpose connected to the social uplift of their families and communities. The author describes strategies situated within a sociocultural context used by the participants to cultivate a larger purpose. The strategies of \playing the game\ and showing \respeto\ (respect) shed light on the academic success of Mexican Americans who attend community colleges. (Contains 1 table.)… [Direct]

Short, Dave (2009). Anna's Class: Experiences of a First-Year Teacher. Education Digest: Essential Readings Condensed for Quick Review, v75 n4 p28-31 Dec. When the author's 25-year-old daughter Anna applied for a job as a secretary at a charter public school in the Rio Bravo neighborhood of Albuquerque, the principal thought she was overqualified for the job with her degree from St. John's College in Santa Fe. The principal instead asked her to take over for a teacher who was quitting her 6th grade class. Anna was flattered by the offer, tempted by the slightly higher paycheck, and began consulting with her father and other family members who are teachers. The students in the 6th grade class at El Camino Real charter school had gone through four classroom teachers before Anna, so the teachers advising her, including her father, told her it would be hard. Any group of students with that much upheaval in the classroom is both chaotic and desperate for some stability. There is no way to prepare a person for how it feels to try to impose order on such a mess. In this article, the author describes the experiences of Anna as a first-year… [Direct]

Bedley, Gene (1979). Parent: Greatest Teacher a Child Ever Had. Thrust for Educational Leadership, v8 n3 p32,10,16 Jan. The principal of El Camino Real Elementary School describes six activities used to provide parenting education both at the school and at home. (SJL)…

Reynolds, Pamela (1985). National PTA Selects Outstanding Educator of the Year. PTA Today, v11 n1 p11-12 Oct. Principal Gene Bedley of El Camino Real School in Irvine, California, is the 1985 winner of the National PTA Hearst Outstanding Educator of the Year Award. Mr. Bedley believes that education is a shared experience and builds strong relationships with teachers, parents, and children. Some of his techniques are described. (MT)…

Manson, Joni L.; Riley, Carroll L. (1982). Indian-Spanish Communication Networks: Continuity in the Greater Southwest. Trade and communication networks established by Indian groups in the 15th century A.D. linked the Southwest to Mesoamerica, the Plains and the Pacific littoral; these routes were later used by the Spanish and Americans, and today major highways follow ancient Indian routes. The main east-west route had major termini at Cibola (near Zuni) in the west and Pecos in the east; the north-south trunk road followed the Rio Grande from Taos south to the El Paso area, and was later extended by the Spanish to southern Chihuahua and called the Camino Real. From their arrival in the 1530's the Spanish, primarily concerned with reaching and controlling Indian settlements and resource areas, used Indian routes. Trails were widened for cart and pack animal transportation, but few other modifications were made. In the 16th century, the region split into two administrative divisions: upper (New Mexico) and lower (Sonora); the Camino Real fell into disuse until its reestablishment in the late 18th…

Boone, Benjamin I. (2019). Teaching along the Way: An Ethnographic Study of Faculty Growth and Sensemaking on the Camino De Santiago. ProQuest LLC, Ph.D. Dissertation, The College of William and Mary. This study examined the experiences of faculty members from U.S. universities who led students on a short-term summer study abroad program that incorporated the Camino de Santiago, a medieval pilgrimage route in Spain. The study sought to understand how faculty leaders engaged in sensemaking (Weick, 1995) of these experiences in the context of their faculty roles on their home campuses. The ethnographic methods included six years of field work in Spain, participant observation as faculty program director, and in-depth interviews with faculty leaders. The findings show that participants engaged in sensemaking through three theoretical constructs. The construct of "family" addresses nuclear family roles, including gendered roles, as well as Camino Family expectations. The construct of "appointment and role expectations" deals with tenure status and issues of autonomy, agency, and teaching. The construct of "inspirations" identifies and analyzes both… [Direct]

Mayfield, Charles B. (1980). Continuing Education in Real Estate in Selected Community Colleges in Southern California. Based on a review of the literature and interviews with the Real Estate Coordinators at six California community colleges, this report examines the objectives and content of continuing education curricula in real estate. After introductory material describing the role of continuing education in the statewide master plan designed to professionalize the real estate industry, the report discusses the legislative mandates requiring all California realtors to periodically prove their competency through examinations approved by the Continuing Education Unit of the State Department of Real Estate (DRE). The report then recognizes the cooperation between the DRE and the Chancellor's Office of the California Community Colleges which led to the development of approved titles, descriptions, and materials for continuing education courses to meet these legislative goals. Continuing education curricula at El Camino College, Cerritos College, Los Angeles Harbor College, Los Angeles Southwest…

Amodeo, Luiza B.; Martin, Jeanette (1982). A Study of the Effects of Multicultural Training on the Factual Knowledge and Stereotypic Attitudes of Elementary and Secondary Teachers. The effects of a graduate multicultural education course on 27 elementary and secondary teachers were studied. The subjects represented Chicano and Anglo ethnic groups. Teaching experience ranged from student teaching to eight years' experience. To help the subjects identify their own attitudes, questionnaires on ethnic and sex role identification were administered and discussed. During the course, discussions were held with ethnic and cultural groups and films were presented on the history and culture of various ethnic groups. Other activities included role playing and observing and analyzing non-verbal behavior. Pre- and posttests were given to determine the subjects' basic factual knowledge and their attitudes toward minority groups. Analysis of ethnic knowledge test results revealed that all groups scored within one point of each other and all groups gained in the posttest scores. There were no main effect differences in the pre- and posttest scores on the cultural attitude…

Gardner, Ruth C. (1980). Learning Styles: What Every Teacher Should Consider. This paper explores the relationship between cultural background and individual styles of learning (cognitive styles) among elementary school students. The hypothesis is that, in spite of dangers inherent in generalizing about all children of a specific culture, there are customary methods of education and child rearing in each cultural group which strongly influence cognitive learning styles for children of that group. Literature on Native Americans, for example, indicates that their greatest strength in learning is through visual channels and that Native American students have a bent for subjects such as penmanship, spelling, and art. Chicano students, on the other hand, excel in cooperative rather than competetive behavior and achieve the most in situations involving peer instruction rather than task centered or analytical learning. Still other differences have been noted in learning patterns of Asian American students. For example, it was suggested in a 1972 study comparing…

Foley, Douglas E. (1990). Learning Capitalist Culture: Deep in the Heart of Tejas. Contemporary Ethnography Series. This ethnography is about life in a small south Texas town painfully undergoing cultural and political change since the late 1960s. Since its inception, the Chicano civil rights movement has challenged local vestiges of racial segregation, and confrontation between Mexicanos and Anglos has created new tensions for the town's youth. This book examines how youth are changing a segregated social order and American society. It also explores how they learn a materialistic culture that is intensely competitive, individualistic, and unegalitarian. This "capitalist culture" of classist, racist, and sexist practices limits the impulse of the civil rights movement to create a more open democratic culture. High schools are sites for popular culture practices that stage or reproduce social inequality. Based on fieldwork in the early 1970s and subsequent periodic visits through 1987, this ethnography presents life in high school through the eyes of Mexican American and Anglo youth,…

Daoud, Annette (1994). City College of San Francisco Transfer Data. Institutional Development, Research and Planning Report. Fall 1993 transfer data are provided for the City College of San Francisco (CCSF), highlighting the number of students transferring to the University of California (UC) and California State University (CSU). The first section of the report provides statewide transfer data for the community colleges with the highest transfer rates overall to UC and CSU. The second section explains two different ways of calculating transfer rates, one defined by the UCLA Transfer Assembly and the other by Berman-Weiler Associates (BWA). Finally, information is presented on the ethnicity of CCSF students who transfer to the UC and CSU systems. Study highlights include the following: (1) CCSF is among the top 10 California community colleges in terms of combined transfers to the CSU and UC systems, ranking eighth; (2) CCSF ranks third in the state, in terms of students transferring to the CSU system in 1992-93; (3) CCSF has a 1994 transfer rate of 26.35% according to the Transfer Assembly, which reports… [PDF]

Foley, Douglas E.; And Others (1977). From Peones to Politicos: Ethnic Relations in a South Texas Town, 1900 to 1975. Focusing on how "North Town" Anglos and Mexicanos have related to each other and have dealt with the proplems of economic inequality and racial discrimination, the study characterized the ethnic relations into three major historical periods: the "Rancho" Era (1900-30), the "Colonia" Era (1930-60), and the Contemporary Period (1960-75). During the "Rancho" era, ethnic relations took place under an extremely exploitative, paternalistic sharecropper system, supported by open racism, strict social segregation, and effective Anglo political machines. Within this environment, an extremely poor Mexicano laboring class created its own communities and sustained its cultural traditions. The "Colonia" era was marked by major transformations in the local labor system and "Mexican Town" as an independent community. Mexicanos began developing their own economic and political leaders and organizations. They began challenging the earlier… [PDF]

Grimm, Tracy (2005). Identifying and Preserving the History of the Latino Visual Arts: Survey of Archival Initiatives and Recommendations. CSRC Research Report. Number 6. UCLA Chicano Studies Research Center (NJ1) Sometimes it is not until a piece of history is lost that its significance is recognized. In the case of the Latino arts, much of this history remains in the file drawers, storage boxes, closets, and attics of those who created it. It is not too late to save this history. Quick action to identify what remains to be saved is vital. Relatively few institutions have initiated archival projects to find and preserve these materials, but much can be learned from those that have. Studying these efforts enables us to plan additional projects with an eye for gaps and to formulate a national strategy based on the best practices for preserving the legacy of the Latino arts. Thus, this report focuses on two types of recent archival efforts (1995-2005): initiatives to identify Latino arts primary sources that remain in private hands–in essence, appraisal and selection projects–and initiatives to preserve and make accessible Latino arts primary sources already collected by repositories. In… [PDF]

Levinson, Bradley A., Ed.; And Others (1996). The Cultural Production of the Educated Person. Critical Ethnographies of Schooling and Local Practice. SUNY Series, Power, Social Identity, and Education. Around the world, schools are central to the social and cultural shaping of the young. They inculcate the skills, subjectivities, and disciplines that undergird the modern nation-state. The case studies in this volume demonstrate a new direction for critical educational research as they demonstrate social reproduction and cultural production and explore the differences among schools as sites for the production of educated persons. Contributions include: (1) "The Cultural Production of the Educated Person: An Introduction" (Bradley A. Levinson and Dorothy Holland); (2) "Behind Schedule: Batch-Produced Children in French and U.S. Classrooms" (Kathryn M. Anderson-Levitt); (3) "The Silent Indian as a Cultural Production" (Douglas E. Foley); (4) "Becoming Somebody in and against School: Toward a Pyschocultural Theory of Gender and Self Making" (Wendy Luttrell); (5) "In Search of Aztlan: Movimiento Ideology and the Creation of a Chicano…

Douglass, Malcolm P., Ed. (1987). Writing and Reading in a Culturally Diverse Society: Proceedings of the Claremont Reading Conference (53rd, Claremont, California, March 20-21, 1987). 51st Yearbook. Held in 1987, and emphasizing the naturalness of reading behavior as well as cultural diversity, the proceedings of the 53rd Claremont Reading Conference consist of the following articles and their authors: (1) "Encouraging Free Reading" (S. D. Krashen); (2) "A Conceptual Framework for Integrated Literacy Teaching" (S. B. Kucer); (3) "Understanding the Motive To Achieve among Mexican Americans" (R. Buriel); (4) "Hidden Resources in the Reading and Writing of Bilingual Children" (P. Ammon and M. S. Ammon); (5) "Reading, Writing, and Retention of Underrepresented Students: A University Responsibility" (D. A. Escobar); (6) "Cultural and Linguistic Considerations in Developing the Composition Skills of Chicano Children" (J. M. Flores); (7) "Is This Just Another Swing of the Pendulum? That Depends…" (J. Kierstead); (8) "Preschool Language Interaction in China, Japan, and Taiwan" (D. Davidson and others);…

Kangas, Jon; Ramirez, Ed (1993). Evergreen Valley College Success Rates for Hispanic Enlace Students Compared to Other Hispanics in the Same Courses, Fall 1992. Research Report #489. A study was performed in the Fall of 1992 at Evergreen Valley College, in San Jose, California, to measure the effectiveness of the college's Enlace program, a combination of instructional, counseling and tutorial services designed to help Chicano/Latino students successfully complete the cognitive core areas of general/transfer education. The core areas/courses in the Enlace program include Basic Writing (English 330/104), College Composition (English 1A), Algebra (Math 12 and 13) and Natural Science 10A. The survey focused on outcomes of 136 Hispanic Enlace students enrolled in core courses in fall 1992 and defined success as the receipt of a grade of "A,""B," or "C" or credit. Results of the survey included the following: (1) the overall success rate for Enlace students was 65%, while all other Hispanic students had a success rate of 49%; (2) Hispanic Enlace students in English 330 had a success rate of 80%, higher than all other Hispanics (53%) and… [PDF]

Moore, Joan W. (1991). Going Down to the Barrio: Homeboys and Homegirls in Change. This book traces the histories of two Chicano gangs in East Los Angeles since the early 1940s, when common gang stereotypes were created by the media and law enforcement agencies. In an unusual collaborative effort, researchers worked with former gang members to make contact with and interview members of various "cliques" (cohorts) of the White Fence and El Hoyo Maravilla gangs (male gangs), as well as female gangs in the same neighborhoods. Interviews were conducted with 156 adult men and women; about 40 percent had joined the gangs in the 1940s and early 1950s, while the rest had been active in recent years. Data are set in the context of economic and social changes in the barrios between the 1950s and the 1970s-80s. Data reveal that in the later era, gangs had become more institutionalized, were more influential in members' lives, and had become more deviant. However, these gangs were not the "crack gangs" that generated media attention, and change has been… [PDF]

Phair, Tom S. (1974). Staffing Patterns in California Community Colleges. A 1973-74 Overview. This seventh annual report on staffing patterns in California community colleges provides data on the characteristics of new full-time faculty in 99 of the 100 public and the entire 8 private community colleges in California as of the academic year 1973-1974. Results of the survey showed that during that year, 732 new full-time faculty were hired in the colleges; there was a 97.86% retention rate of the old faculty. Of the new faculty, 55% were men and 45% were women. As to racial groupings, 78% were caucasians, 7% were blacks, 8% were Chicanos, and 3% were Asians. The age of the new faculty, as compared with that of the previous year, did not peak as high in the age group of 24-35. The age group 35-43 dropped lower in numbers, and a few more people 50-63 were hired, but their total numbers remain small. Recruitment of new faculty outside the state remained at 9%. Data relating to the highest degree held by the new faculty showed that 10% of the new faculty had less than a B.A…. [PDF]

Oboler, Suzanne (1995). Ethnic Labels, Latino Lives. Identity and the Politics of (Re)Presentation in the United States. The history and current use of the label "Hispanic" are discussed in this exploration of the myth of cultural and national homogeneity among people of Latin American descent in the United States. The historical process of labeling groups of individuals is discussed, and how ethnic labels affect the meaning of citizenship and the struggle for full social participation is illustrated. The experiences of 9 men and 13 women working in the New York garment industry are presented to illustrate how Latin American immigrants become instant "Hispanics" as they enter the United States. The establishment of the labeled Hispanic community has contributed to shaping this population's U.S. experience. An important aspect of the new definition, or repositioning, of an American is the importance that English language skills have for the recent immigrant; it is an issue that immigrants often avoided in earlier days of less complex economics and job demands. The debate over…

Darder, Antonia, Ed. (1995). Culture and Difference. Critical Perspectives on the Bicultural Experience in the United States. Critical Studies in Education and Culture Series. The teaching and politics of cultural difference and identity are explored in these essays, which examine the possibilities of living with cultural differences through new ethical and pedagogical frameworks. The following chapters are included: (1) "Introduction. The Politics of Biculturalism: Culture and Difference in the Formation of 'Warriors for Gringostroika' and 'The New Mestizas'" (Antonia Darder); (2) "Rethinking Afrocentricity: The Foundation of a Theory of Critical Africentricity" (Makungu M. Akinyela); (3) "Chicana Identity Matters" (Deena J. Gonzalez); (4) "Racialized Boundaries, Class Relations, and Cultural Politics: The Asian-American and Latino Experience" (Rodolfo D. Torres and ChorSwang Ngin); (5) "Cultural Democracy and the Revitalization of the U.S. Labor Movement" (Kent Wong); (6) "The Zone of Black Bodies: Language, Black Consciousness, and Adolescent Identities" (Garrett Duncan); (7) "The…

Butler, Johnnella E., Ed.; Walter, John C., Ed. (1991). Transforming the Curriculum: Ethnic Studies and Women's Studies. This book provides a collection of 19 essays that discuss curricular change in higher education regarding ethnic and women's studies, and presents the theoretical and practical bases for accomplishing this restyling. The papers and authors are as follows: \The Difficult Dialogue of Curriculum Transformation: Ethnic Studies and Women's Studies\ (Johnnella E. Butler); \Funding Women's Studies\ (Caryn McTighe Musil, Ruby Sales); \Private Foundation Grants to American Ethnic Studies Departments and Programs, 1972-1988; Patterns and Prospects\ (Katharine Bolland, John C. Walter); \Different Voices: A Model Institute for Integrating Women of Color into Undergraduate American Literature and History Courses\ (Johnnella E. Butler, Betty Schmitz); \Transforming the Curriculum: Teaching about Women of Color\ (Johnnella E. Butler); \Teaching 'White Women, Racism and Anti-Racism' in a Women's Studies Program\ (Ruth Frankenberg); \Gender and the Transformation of a Survey Course in Afro-American…

Lee, Courtland C., Ed.; Richardson, Bernard L., Ed. (1991). Multicultural Issues in Counseling: New Approaches to Diversity. This book was written to provide counseling and human development professionals with specific guidelines for becoming more culturally responsive. It looks at the evolution of multicultural counseling, addresses ideas and concepts for culturally responsive counseling interventions, and examines the implications of cultural diversity for future counselor training. Individual chapters include the following: (1) "Promise and Pitfalls of Multicultural Counseling" (Courtland C. Lee and Bernard L. Richardson); (2) "Cultural Dynamics: Their Importance in Multicultural Counseling" (Courtland C. Lee); (3) "Counseling American Indian Adults" (Grace Powless Sage); (4) "Counseling Native American Youth" (Roger D. Herring); (5) "Counseling African American Women: 'Sister-Friends'" (Janice M. Jordan); (6) "Utilizing the Resources of the African American Church: Strategies for Counseling Professionals" (Bernard L. Richardson); (7)…