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Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation
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Acevedo-Gil, Nancy; Santos, Ryan E.; Alonso, LLuliana; Solorzano, Daniel G. – Journal of Hispanic Higher Education, 2015
This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social…
Descriptors: Community Colleges, College Students, Hispanic American Students, Developmental Programs
Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation
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Acevedo-Gil, Nancy; Solorzano, Daniel G.; Santos, Ryan E. – American Association of Hispanics in Higher Education, 2014
This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social…
Descriptors: Community Colleges, Hispanic American Students, College Students, Developmental Programs
From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education.
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Solorzano, Daniel G.; Yosso, Tara J. – Multicultural Education, 2001
Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students. Presents…
Descriptors: Diversity (Student), Elementary Secondary Education, Ethnic Stereotypes, Higher Education
Images and Words that Wound: Critical Race Theory, Racial Stereotyping, and Teacher Education.
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Solorzano, Daniel G. – Teacher Education Quarterly, 1997
This paper considers the legacy of racism that marks our society, arguing that critical race theory provides a framework for challenging the genetic and cultural deficit theories. Specific recommendations, based on critical race theory, to help teacher educators challenge racism and stereotyping in the classroom are presented. (SM)
Descriptors: Consciousness Raising, Critical Theory, Cultural Awareness, Diversity (Student)