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Pei Hu; Christine G. Mokher; Kai Zhao; Toby J. Park-Gaghan; Shouping Hu – SAGE Open, 2023
State policymakers in the United States have in recent years experimented with new initiatives to change the procedures used by public institutions to assess and assign academically underprepared students to non-credit developmental education (or remedial) courses. This study explores whether the most recent developmental education reform in…
Descriptors: State Legislation, Educational Policy, State Policy, Educational Change
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Murakami, Elizabeth; Hernandez, Frank; Valle, Fernando; Almager, Irma – SAGE Open, 2018
This study examines the intersectionality between professional identities and race/ethnicity among Latina/o school leaders. Stemming from a larger study at the National Latina/o Leadership Project, we examine the contributions of Latina/o school administrators in the state of Texas in relation to their leadership in K-12 schools. Two hundred…
Descriptors: Administrators, Hispanic Americans, Professional Identity, School Administration
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Wang, Sharron Xuanren; Sakamoto, Arthur – SAGE Open, 2021
Hispanics are the largest minority group in the United States, but quantitative research on the various components of this population has not received extensive investigation. College-educated Hispanics have been particularly neglected due to exaggerated and negative stereotypes. This present study uses data from the 2010 National Survey of…
Descriptors: Higher Education, Outcomes of Education, Hispanic Americans, College Graduates
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Núñez, Amy J.; Meráz García, Martín – SAGE Open, 2017
This study uses empirical data from a version of the Clark doll experiment and Latina/o Critical Race Theory (LatCrit) to determine the factors that shape the perceptions of college among 35 randomly selected Latina/o children in Grades 2nd to 5th. The findings of this study lead to two conclusions: (a) that Latina/o children hold their…
Descriptors: Hispanic American Students, Student Attitudes, Elementary School Students, Educational Attitudes