scholarly journals Supporting Continued Academic Success, Resilience, and Agency of Boys in Urban Catholic Alternative Middle Schools

2019 ◽  
Vol 22 (1) ◽  
pp. 1-23 ◽  
Author(s):  
L. Mickey Fenzel ◽  
Kathy Richardson
Keyword(s):  
New York ◽  
Academic Success ◽  
Lived Experience ◽  
Mexican American ◽  
Skill Development ◽  
Male Students ◽  
Academic Skill ◽  
Mexican American Students ◽  
School Graduation ◽  
Hispanic Male

The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career successes, of male graduates of two of these schools, one for African American, or Black, students and one for Mexican American students in different parts of the country. Analyses of interviews with 37 graduates showed that they benefitted from the schools’ approach to academic skill development and the building of resilience, leadership, and a commitment to service in the context of a community that continued to support the development of resilience after middle school graduation. Differences in aspects of the two programs are examined along with the implications for making use of the schools’ initiatives on a larger scale.

Fostering Academic Success of Mexican Americans in a BSN Program: An Educational Imperative

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
J. Carole Taxis
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Mexican Americans ◽  
Mexican American ◽  
Minority Group ◽  
Limited Information ◽  
Mexican American Students ◽  
American Students ◽  
Faculty And Administrators ◽  
The U.S

Hispanic/Latinos are the fastest growing minority group in the U.S. and the most underrepresented in the U.S. nursing workforce. Although a body of knowledge is growing regarding factors that foster academic success of undergraduate nursing students of color, there is limited information about Hispanic students in general, and Mexican American students in particular in BSN programs. Explored in this qualitative study, were perceived influences of institutional and interpersonal factors on retention and graduation of nine Mexican American students from a predominantly White BSN program. The key findings include adequate financial assistance, maintaining bicultural relations, and experiencing authentic caring relationships from institutional agents, family, and peers as crucial factors in academic success. Recommendations for nursing faculty and administrators are offered.

Assessment and Instruction of Reading Skills: Results with Mexican-American Students

1983 ◽  
Vol 6 (4) ◽  
pp. 458-467 ◽  
Author(s):  
Kathleen R. Hoffer
Keyword(s):  
Academic Success ◽  
Reading Instruction ◽  
Limited English Proficient ◽  
Mexican American ◽  
Reading Ability ◽  
Reading Skills ◽  
Language Instruction ◽  
Mexican American Students ◽  
American Students ◽  
Limited English Proficient Students

Mexican-American students often demonstrate a reading delay. This apparent delay may be the result of several factors including inappropriate assessment, irrelevant instructional programs, second-language instruction before students have fully mastered their native language, and an absence of special assistance. Reading ability is critical to academic success, which, in turn, plays an important role in social mobility. This paper includes an examination of the tenets of nonbiased assessment, an evaluation of tests for assessing Mexican-American students' reading skills, and a discussion of research relevant to reading instruction programs for limited-English proficient students. For educational equity to be attained, practitioners and researchers must continue efforts to develop new assessment instruments, standardize informal reading inventories and cloze tests, and explore the use of new instructional strategies for teaching reading to limited-English proficient students.

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