This qualitative analysis draws upon the experiences of six Mexican and Mexican American community college transfer students during the 2012-2013 academic year. Relying on literature regarding institutional agents, we examine students' reflections regarding pre- and post-transfer support from both institutional agents and structured student…

In this article, college students and faculty narrate their co-constructed journey across differences, through intersecting identities and intertwining paths in an effort to stand in solidarity with students, teachers, and community members resisting the removal of the Mexican-American Studies (MAS) program in the Tucson Unified School District in…

Following the calls for increased research on the educational experiences of Chicana/o community college students, and the development of culturally applicable measures for communities of color, this study examined the utility and the applicability of the Cultural Congruity Scale (CCS) and University Environment Scale (UES) for use with Chicana/o…

This single-case study utilized the data from a successful career and technical education (CTE) program at a public high school in southwest Texas. The CTE program selected addresses the needs of an at-risk student population in a public school district in southwest Texas whose student population was primarily Mexican American. The opportunity to…

Forty-four pairs of Mexican-heritage and European-heritage US children were asked to characterize differences between two contrasting cultural patterns of working together in video clips that showed a) Mexican Indigenous-heritage children working together by collaborating, helping, observing others, and using nonverbal as well as verbal…

Twenty-one fourth-year college students of Mexican-American ancestry attending the University of Arizona were interviewed to determine the unique qualities contributing to the students' persistence. The study used empowerment as its organizing model and identified institutional factors contributing to student success and persistence. Institutional…

The Xinachtli Project, implemented by Chicano activists in Phoenix (Arizona) and El Paso (Texas), addresses the loss of ancestral culture by public school students of Mexican ancestry. The project teaches indigenous Mexican culture to students and their teachers through a series of presentations and lectures on Aztec dance, mathematics, language,…

How does a history of discrimination and marginalization affect Chicanos' perceptions of schooling? This article offers a brief analysis of the Treaty of Guadalupe Hidalgo as an instantiation of a historical metanarrative of colonialism. Using a critical theoretical framework, the article explores the destructive impact of this narrative on…

Analyzes factors influencing mathematics attitudes among 543 south Texas Mexican-American university students, tested for factors connoting fear and enjoyment. Survey results show ability, quality of preparation, college credits, and perceived importance of mathematics to be major determinants of math attitudes. No evidence linking ethnic or…

A survey of 226 Mexican-American mathematics students at a Texas high school found that student attitudes toward mathematics were not very favorable, with female students' attitudes being more negative than those of males. There was a greater occurrence of traditional, teacher-centered activities in all classes in comparison to nontraditional,…

Examines cultural factors that may create tension between relationship-oriented and educational goals for Mexican American men and women. A survey of 546 Mexican American college students assessed cultural orientation (ethnic loyalty, ethnic social orientation, and cultural awareness) and marriage and gender role attitudes. Ethnic loyalty most…

Dropout rates for Hispanic students are approximately twice those of white Anglo students. This paper reviews the literature on dropout and examines the effects of self-esteem, career and school expectations, family structure, and English language proficiency on the Hispanic youth's decision to drop out. A questionnaire was completed by 139…

Investigated social pressure to avoid acting white, interviewing relatively high achieving African American and Mexican American students in public and private high schools. Most did not avoid academic achievement to avoid accusations of acting white, and most reported no loss of ethnic identity. They felt strong resentment toward peers'…

A survey of 88 Mexican American female college seniors and graduate students found that graduate students were significantly more likely than seniors to have followed a college preparatory curriculum in public high schools where non-Hispanic whites were the majority; to report English as first language; and to have strong support of family,…

In order to understand teachers' perceptions of their school, students, and community, a questionnaire was administered to 125 teachers in the Canutillo (Texas) school district and 25 teachers in the adjacent Anthony (Texas) school district. The questionnaire elicited information of teachers' perception with regard to content knowledge, classroom…