Harvard Journal of Hispanic Policy. 2013/2014, Vol. 26, p59-69. 11p.
SCHOOL principals -- United States, HISPANIC American students, ACADEMIC achievement -- United States, EDUCATIONAL accountability, EFFECTIVE teaching, EDUCATIONAL leadership, EDUCATION policy, EDUCATION -- United States, EDUCATION, and UNITED States
Enhancing school principal effectiveness in our nation's lowest-performing schools is essential to improving the academic achievement of Latino students. First, 25 percent of a school's impact on its students' academic achievement is directly attributable to the principal's actions. Second, an effective principal is a prerequisite to having an effective school. Finally, the country's worst schools disproportionately serve Hispanic students. The Obama administration and the U.S. Congress should prioritize principal preparation in the reauthorization of the Elementary and Secondary Education Act (ESEA) and should incentivize states to develop rigorous evidence-based frameworks of accountability and supports for new and aspiring principals. [ABSTRACT FROM AUTHOR]
UNDOCUMENTED immigrants, INFRASTRUCTURE (Economics), HISPANIC American students, IMMIGRANT students, HIGHER education, IMMIGRATION status, IMMIGRATION law, SOCIAL networks, EDUCATION -- United States, and SOCIAL history
Drawing from the educational experiences of fifty-four undocumented immigrant college students, Laura E. Enriquez seeks to uncover the concrete ways in which social capital is used to successfully navigate K-12 educational institutions and pursue a higher education. Enriquez argues that there is a need for a more grounded under- standing of how marginalized individuals develop and use social capital. She finds that undocumented immigrant students receive emotional and financial support from multiple actors, including family members, peers, and teachers. Yet undocumented students require informational resources specific to their legal status, which tend to be provided by other undocumented students rather than by traditional institutional agents. Looking specifically at how these students utilize their social capital Enriquez shows that undocumented immigrant students participate in patchworking, the hap-hazard piecing together of various resources, in order to achieve their educational goals. Additionally, their use of social capital is not dictated by expectations of direct reciprocity but, rather, by a more collectivist framework of empowerment. Ultimately, the findings from this study suggest that reconceptualizing one's social network as a "family" more aptly captures the nature of undocumented immigrant students' social capital while also providing an opportunity to empower marginalized communities. [ABSTRACT FROM AUTHOR]
EDUCATION of Hispanic Americans, RACISM in education, and SOCIAL capital
The article discusses themes discussed in the issue, including racism as experienced by Hispanic American students, conflicting identities maintained by Hispanic American students and the value of social capital and family for Hispanic American college students.
EDUCATION of Hispanic Americans, EDUCATION research, COLLEGE attendance, HIGHER education & state, and HIGHER education -- Economic aspects
The author discusses the status of Hispanic American students in the U.S. education system. She comments on how demographic changes have resulted in greater research on education for Hispanic Americans. She notes the American Graduation Initiative, a government policy to promote college graduation, and efforts by the Bill and Melinda Gates Foundation to increase college enrollment for Hispanic Americans. She discusses how the economic recession will affect higher education.