In this qualitative case study, using Freire's theory of critical consciousness development, we examined the influence of a 1-credit immigration policy service-learning course on college students' motivations to act against immigration injustices. We found that after witnessing immigration issues at the Lower Rio Grande Valley area in Texas,…

This study addresses common assumptions about women of the borderlands while embracing a transformative consciousness in understanding, making, and reclaiming the meaning of citizenship for Mexican American women from the Rio Grande Valley. This critical ethnography recognizes Chicana Feminist epistemologies as a form of knowledge. Therefore, this…

With the 2015 passage of the "Every Student Succeeds Act" (ESSA), the oversight of language policy in U.S. schools shifted from federal to state governance. Although the education of students officially designated as English learners (ELs) has historically been grounded in federal law, we argue that ELs' educational experiences are also…

In this study, Michelle M. Espino uncovers the ways in which twenty-five Mexican American women PhDs made meaning of conflicting messages about the purpose of higher education as they navigated within and through educational structures and shifting familial expectations. Participants received "consejos", or nurturing advice, from parents…

Researchers have identified inequities in dual-language bilingual education (DLBE) student participation, and with large-scale DLBE expansion, equitable student access is an increasingly important issue. In this study, I used a multimethod, multisite, comparative analysis to critically examine educator discourses addressing student participation…