James Martinez is a professor of education at Valdosta State University, and Editor of The Urban Review. He received his doctorate in Education and Sociology from the University of Missouri-Kansas City. James was a teacher and sports coach for over a decade in rural, inner-city and urban profile public schools. His teaching and research interests are critical pedagogy, critical race theory, differentiated multicultural education instruction, youth gang risk factors, education innovation, immigration reform, and racial/ethnic inequality. Address: 1500 N Patterson Street
With the USA being built on the backs of Latinx labor, this book is long overdue in acknowledging... more With the USA being built on the backs of Latinx labor, this book is long overdue in acknowledging Latinx intellectualism and expertise. The book has implications for ethnic studies, faculty and staff in higher education, and teacher education, intended for use by both undergraduate and graduate students, multicultural education scholars, administrators, policy makers, and internal and external stakeholders in higher education. The chapters in this book may also provide valuable contributions to the literature on Spanish language loss for master and doctoral students, and further serve as an excellent reference for professoriate interested in the language dispositions and contexts of bilingualism, multilingualism, multiculturalism, nationalism, and globalism.
Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, ye... more Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key elements of an effective gendered cross-cultural mentoring relationship in a Latin@ pretenure faculty dyad working in a predominantly White institution of higher education located in the Deep South of the United States. Drawing upon a methodological rhythm of sorts, a Black scholar acts as a muse providing testimonios and interpretations of a relationship existing among Latin@ scholars in predominantly White intellectual spaces. Findings from this critical co-constructed autoethnography note that a safe colored space supports effective mentoring, familismo, personalismo, enabling effective cross-cultural mentorship.
In this unique, innovative, and visionary book, Latin@ Voices in Multicultural Education: From In... more In this unique, innovative, and visionary book, Latin@ Voices in Multicultural Education: From Invisibility to Visibility in Higher Education, Obiakor and Martinez highlight the visible voices of Latin@ teacher-scholars, professionals, and leaders. These voices come as personal narratives of Latin@s in the United States (US) higher education. While their narratives expose different viewpoints and come from different personalities, institutions, and geographical locations, the complexities of their journeys have similar elements of true survival in unfamiliar Eurocentric terrains. In their respective chapters, they share their stories with veracity, acknowledge their remarkable contributions to their profession, and demonstrate that it is possible to be seen and heard in academic environments that have historically tried to silence their voices. Because of their pride, dedication, energy, resiliency, and courage, they are worthy of emulation; and all individuals, in spite of their culture, race, and national origin, can learn from them. Clearly, Latin@ Voices in Multicultural Education is a book for this day and age. It is intended for use by both undergraduate and graduate students, multicultural education scholars, faculty and staff in teacher preparation programs, higher education administrators, policy makers, and internal and external stakeholders in higher education. Hopefully, this book will motivate its readers to think and act differently, and to a large measure, shift their paradigms on how they treat and interact with individuals who appear different and atypical. Finally, this book will help everyone to value human differences; nurture multicultural dispositions and contexts; and navigate successfully through the mazes of bilingualism, multilingualism, multiculturalism, nationalism, and globalism.
LIST OF CONTRIBUTORS
Antonette Aragon Associate Professor, School of Education, Colorado State University
Jennifer Esposito Associate Professor, Department of Educational Policy Studies, Georgia State University
B. Gloria Johannessen Professor, Department of Curriculum and Instruction, Past Professor Emeritus at Cal Poly Pomona, Texas State University
James Martinez Assistant Professor, Department of Middle, Secondary, Reading and Deaf Education, Valdosta State University
Melissa A. Martinez Assistant Professor, Department of Counseling, Leadership, Adult Education, and School Psychology, Texas State University - San Marcos
Reynaldo Martinez Professor, Department Head of Adult and Career Education, Valdosta State University
Festus E. Obiakor Professor, Early Childhood and Special Education, Valdosta State University,
Ericka Parra Associate Professor, Department of Modern and Classical Languages, Valdosta State University
Francisco Rios Dean of the Woodring College of Education, Western Washington University
Juan A. Rios Vega Adjunct Assistant Professor, Educational Studies Department, Davidson College
Robert Rueda Associate Dean for Research and Faculty Affairs and the Stephen H. Crocker Professor of Education at the Rossier School of Education, University of Southern California
Regina Suriel Assistant Professor, Department of Middle, Secondary, Reading and Deaf Education, Valdosta State University
Nilsa Thorsos Professor, School of Education, National University
Luis Urrieta Associate Professor of Cultural Studies in Education, University of Texas at Austin
EDITORIAL
Iveta Kovalčíková:
From Dynamic Assessment Of Cognitive Abilities To Educational In... more EDITORIAL
Iveta Kovalčíková:
From Dynamic Assessment Of Cognitive Abilities To Educational Interventions: Trends In Cognitive Education
SYMPOSIUM
Marta Filičková, Ivan Ropovik, Monika Bobaková, Iveta Kovalčíková:
The Relationship Between Fluid Intelligence And Learning Potential: Is There An Interaction With Attentional Control?
Emma Hurley, Raegan Murphy:
The Development of a New Method of Idiographic Measurement for Dynamic Assessment Intervention
Dalibor Kučera, Jana Marie Havigerová:
Computational Psycholinguistic Analysis and Its Application in Psychological Assessment of College Students
Jan Ferjenčík, Miriam Slavkovská, Juraj Kresila:
Executive Functioning In Three Groups Of Pupils In D-KEFS: Selected Issues In Adapting The Test Battery For Slovakia
ARTICLES
Jaime N. Chavez, James Martinez, Rachel S. Pienta:
Effects of Story Mapping on Third-Grade Students with Attention Deficit Hyperactivity Disorder
Malcolm Thorburn, Katrina Seatter:
Asking Better Questions! A Review Of The Pedagogical Strategies Used In One Senior Level Award In Scotland
Ping Wang:
An Evaluation of the Pre-Service English Teacher Education In A University In China: Pros And Cons From An Insider’s Journey Of Learning
Invited 2014 reprint; Martinez, J., Unterreiner, A., Aragon, A., & Kellerman, P. (2014).
Demyst... more Invited 2014 reprint; Martinez, J., Unterreiner, A., Aragon, A., & Kellerman, P. (2014). Demystifying mythologies about Latina/o students: Immigration reform and education. Multicultural Teaching and Learning. Republished in Interpretive Research Suite and Bruce A. Carter Qualitative Thought Laboratory. http://quallab.web.unc.edu/mini-library/
Tips to become an Education Professor:
Are you Latino? Do you enjoy learning new ideas? Have you... more Tips to become an Education Professor:
Are you Latino? Do you enjoy learning new ideas? Have you ever wondered what it would be like to earn a doctorate and then become a professor in a university?
Read the following interview with James Martinez, Ph.D. in Interdisciplinary Studies, and find out what it is like to be a Latino Assistant Education Professor.
Teacher preparation programs have struggled on issues of equity. Arguably there may not be a dent... more Teacher preparation programs have struggled on issues of equity. Arguably there may not be a dent in the effort to provide equitable educational practices until reflective learning experiences are instituted. It is common knowledge that reflective learning experiences dismantle the colonized mind and help build a sense of community grounded from critical consciousness acknowledging structural inequality and levels of oppression inherent in schooling (Scheurich & Young, 1997; Villenas & Foley, 2011), intersectionality (Crenshaw, 1991; Delgado & Stefancic, 2001; Solórzano & Yosso, 2001), countering deficit thinking (Gorski, 2008; Valencia, 1997, 2010), and how each impacts teaching, learning, and schooling of many students. In this chapter, by discrediting misinformation, we seek to inform a thoughtful discourse as engaged advocates to positively influence how culturally and linguistically diverse (CLD) students are viewed by educators. In addition, we highlight evidence needed to adv...
Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, ye... more Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key elements of an effective gendered cross-cultural mentoring relationship in a Latin@ pretenure faculty dyad working in a predominantly White institution of higher education located in the Deep South of the United States. Drawing upon a methodological rhythm of sorts, a Black scholar acts as a muse providing testimonios and interpretations of a relationship existing among Latin@ scholars in predominantly White intellectual spaces. Findings from this critical co-constructed autoethnography note that a safe colored space supports effective mentoring, familismo, personalismo, enabling effective cross-cultural mentorship.
Immigration was one of the key issues from within the Obama administration. One focus of the admi... more Immigration was one of the key issues from within the Obama administration. One focus of the administration was to retain brilliant foreign scholars who have studied in the United States (U.S). Rather than let International Faculty return to their countries after completing their programs, employers found it advantageous to retain these professionals to boost the United States workforce. Higher education was one of the government sectors that experienced an increase in the numbers of foreign nationals choosing to remain in the United States after completing their degrees. What many International Faculty may be oblivious of, and which their programs of study may or may not have prepared them for, was how their lives will be impacted by the U.S. American culture and their new Deep South environment. The purpose of this study was to determine the obstacles and opportunities for foreign born college faculty to contribute to the internationalization and globalization of the higher education in U.S., in Southeastern colleges. Data were collected from face-to-face interviews and online surveys. The researchers provided an overview of what International Faculty feel about colleagues, students, and the educational system in a region known for its Southern Hospitality, along with politics and racial biases. Interviews provided insight into International Faculty’s positive and negative experiences and what administrators can offer to help new International Faculty become more comfortable in their new environments. Findings also provided insight about International Faculty’s perceptions about the Southern culture, the people, and the community.
The purpose of this research study was to determine if the Edmark Reading Program increased readi... more The purpose of this research study was to determine if the Edmark Reading Program increased reading fluency, attitudes, and engagement in third-grade students with disabilities. Student fluency was measured using estimated oral reading fluency determined by the STAR reading assessment. A statistically significant difference was found between the mean gains and losses of the control group and the intervention group. Student attitudes and engagement were reported using fieldnotes. Percentages of student attitudes and engagement were calculated, and the results revealed that students in the treatment group were more engaged and had more positive attitudes than students in the control group.
This action research study evaluated the effects of literacy strategies on academic achievement, ... more This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement.
Despite the initiatives for diverse faculty, the recruitment, retention and percentage of faculty... more Despite the initiatives for diverse faculty, the recruitment, retention and percentage of faculty of diverse cultural backgrounds, Latin@s in particular, remain low. This speaks to the apparent disinterest of some institutions in acknowledging the in / visible obstacles that impede the full and equal integration of Latin@ faculty into the ranks of the professoriate and academe. Assistance from a mentor can help this transition by clarifying short and long term priorities, as well as balancing strategies to move forward in teaching and other scholarly work. Of course, when first-year tenure-track faculty thrive, recruitment of quality colleagues and retention increase, as well as the respective programs and the students enrolled within the programs. The authors examine current themes of their mentoring experiences in higher education and highlight the importance of critical multicultural mentorship in closing the gaps in mentoring for non-dominant faculty in higher education. In their conclusion, the protégé and mentor suggest the need to disrupt deficit ideology by engaging in critical reflections on the complexity of cross-race/ethnicity mentoring in higher education.
Despite various meanings of and opinions about the “American Dream” and race/ethnicity terms for ... more Despite various meanings of and opinions about the “American Dream” and race/ethnicity terms for Latino, in this chapter, I used a personal testimonio to expose how I want to go beyond the “regimes of truth” (Foucault, 1980), argue for the “hopeful grief” (King, 2001), and give presence and voice (Aguirre, 2005; Rios, 2008) in higher education. I join other Latin@ scholars with a language politically aware enough to accommodate personal narratives for identity and meaning (Bell, 1999; Delgado, 1989). I have navigated from the politics of identity in my sometimes deficit views of youth to growing up to acknowledge the politics of critical thinking (Padilla, 2001; Rios, 2008), humanization teaching (Freire, 1997), and forward movement. In the end, I note, in concurrence with Freire (1997), that humanization is the only true vocation of humans. Lastly, I agree with Zamudio, Bridgeman, Russell, and Rios (2009) when they noted that, “despite our success, and perhaps because of it, we still do not quite belong” (p. 458), even as we go from invisibility to visibility in U.S. higher education.
Grounded in the theoretical frameworks of Constructivism and Social Cognitive Theory, this study ... more Grounded in the theoretical frameworks of Constructivism and Social Cognitive Theory, this study examined utilizing culturally responsive teaching with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the Southwestern United States. This study’s findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilized in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilizing culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.
(September, 2015)
Teacher preparation programs have struggled on issues of equity. Arguably there... more (September, 2015) Teacher preparation programs have struggled on issues of equity. Arguably there may not be a dent in the effort to provide equitable educational practices until reflective learning experiences are instituted. It is common knowledge that reflective learning experiences dismantle the colonized mind and help build a sense of community grounded from critical consciousness acknowledging structural inequality and levels of oppression inherent in schooling (Scheurich & Young, 1997; Villenas & Foley, 2011), intersectionality (Crenshaw, 1991; Delgado & Stefancic, 2001; Solórzano & Yosso, 2001), countering deficit thinking (Gorski, 2008; Valencia, 1997, 2010), and how each impacts teaching, learning, and schooling of many students. In this chapter, by discrediting misinformation, we seek to inform a thoughtful discourse as engaged advocates to positively influence how culturally and linguistically diverse (CLD) students are viewed by educators. In addition, we highlight evidence needed to advance the learning and educational success of all students by focusing on common myths heard in schools while utilizing elements of critical race theory to deconstruct those myths in explicit and thoughtful ways.
The current Georgia study examines middle-school-aged gang and non-gang members regarding the ris... more The current Georgia study examines middle-school-aged gang and non-gang members regarding the risk factors of gang membership and potential effects of these risk factors on academic achievement. Participants, 406 eighth grade students from a suburban middle-school, completed a 42-item survey assessing an array of demographic and risk factor variables. In addition, students provided self-report information regarding their success on national standardized testing used to measure academics readiness. Of the 28 variables analyzed, lower academic readiness was associated with ethnicity and/or gang membership. Findings are discussed in light of the complexity of the gang issue and the importance of recognizing the specificity associated with demographic predictors. Researchers are encouraged to continue exploring gang involvement in a variety of settings investigating differences in locality, school structure, and race/ethnicity. Teachers, parents, school administrators, and other key stakeholders may examine the aforementioned differences to collaboratively develop and share prevention and intervention successes and failures to enhance academic readiness and reduce gang involvement among youth.
The authors deconstruct commonly held mythologies about immigration to inform the critical discou... more The authors deconstruct commonly held mythologies about immigration to inform the critical discourse and support those educators who strive to be fair brokers of an inclusive educational system addressing the distinct needs of immigrant students. We (teacher educators and a community organizer) emphasize and clarify verifiable information that in fact refutes seven prevalent mythologies often articulated in the public debate. In our observations and experiences, this misinformation impacts decisions and fosters biases about Latina/o immigrants in the educational field, particularly impacting students from Mexico and Latin American countries. By debunking misinformation, we seek to inform a thoughtful discourse as advocates engaged to positively influence how these students are viewed by educators. This paper highlights evidence needed to advance the learning and educational success of Latina/o students. The hope of the authors is for a more thoughtful recognition of the immigrant student plight in the face of a nationally politicized and criminalized immigration stance.
The purpose of this study was to identify the major risk factor domains for gang membership and t... more The purpose of this study was to identify the major risk factor domains for gang membership and the relationships of these risk factors to eighth grade students. The domains of risk factors include: individual characteristics, peer group influences, family conditions, school experiences and the community context, along with demographic information obtained from the Student Gang Survey items. Through logistic multiple regression, risk factors associated with school, peer, community-neighborhood, and family were used to predict gang membership. Demographic data were also used as predictor variables. Results indicated that an increase in Community-Neighborhood Risk was associated with a decrease in joining a gang. Non-significant findings for Peer Risk, School Risk, Family Risk and demographic variables are additionally discussed. The current research identifies issues which middle school youth encounter in a county setting; provides a homegrown report to assist stakeholders (administrators, teachers, parents, students, and law enforcement) in identifying locally relevant risk factors of gang behavior; and substantiates risk factors for gang membership proliferation in those neighborhoods with no recently documented history of gangs. - See more at: http://nonpartisaneducation.org/Review/Articles/v9n1.htm#sthash.aj5xHeXp.dpuf
This study examined the effect of Rosetta Stone computer-assisted language learning (CALL) on Eng... more This study examined the effect of Rosetta Stone computer-assisted language learning (CALL) on English proficiency achievement, engagement in the language learning process, and student perceptions of the effectiveness of CALL-based instruction as compared to traditional workbook-based direct instruction for 36 English Learners in a suburban high school in the southeastern United States. Students were randomly divided into control and treatment groups. The control group received language instruction using traditional language workbooks, while the intervention group supplemented traditional language instruction with use of Rosetta Stone. Results were determined using pre and post scores from the WIDA-ACCESS Placement Test (W-APT), mean achievement scores on workbook exercises, an observational engagement checklist, attitudinal surveys, and post-intervention interviews. Language proficiency scores, student engagement, and student attitudes improved significantly. Workbook achievement also increased, but that difference was not statistically significant. Rosetta Stone was found to have a positive impact on English proficiency achievement, student engagement, and student attitudes toward the CALL-based application.
The purpose of the study was to examine the relationship between culturally relevant teaching and... more The purpose of the study was to examine the relationship between culturally relevant teaching and science achievement in seventh grade African American students when compared to standards-based instruction. The study also examined whether the use of culturally relevant teaching improved students’ attitudes toward science, as well as their participation within the science classroom. The intervention was implemented over the course of eight weeks by using a unit test as a pretest and posttest, formative quizzes, a Science Attitude Survey, and fieldnotes to analyze student performance. Although all participants made academic gains when comparing pretest and posttest results, the culturally relevant group made higher gains than the standards-based group. Data from the Science Attitude Survey revealed slight changes in students’ overall attitude toward science except in one area. The intervention showed culturally relevant teaching can increase student achievement and improve student participation within the science classroom.
With the USA being built on the backs of Latinx labor, this book is long overdue in acknowledging... more With the USA being built on the backs of Latinx labor, this book is long overdue in acknowledging Latinx intellectualism and expertise. The book has implications for ethnic studies, faculty and staff in higher education, and teacher education, intended for use by both undergraduate and graduate students, multicultural education scholars, administrators, policy makers, and internal and external stakeholders in higher education. The chapters in this book may also provide valuable contributions to the literature on Spanish language loss for master and doctoral students, and further serve as an excellent reference for professoriate interested in the language dispositions and contexts of bilingualism, multilingualism, multiculturalism, nationalism, and globalism.
Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, ye... more Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key elements of an effective gendered cross-cultural mentoring relationship in a Latin@ pretenure faculty dyad working in a predominantly White institution of higher education located in the Deep South of the United States. Drawing upon a methodological rhythm of sorts, a Black scholar acts as a muse providing testimonios and interpretations of a relationship existing among Latin@ scholars in predominantly White intellectual spaces. Findings from this critical co-constructed autoethnography note that a safe colored space supports effective mentoring, familismo, personalismo, enabling effective cross-cultural mentorship.
In this unique, innovative, and visionary book, Latin@ Voices in Multicultural Education: From In... more In this unique, innovative, and visionary book, Latin@ Voices in Multicultural Education: From Invisibility to Visibility in Higher Education, Obiakor and Martinez highlight the visible voices of Latin@ teacher-scholars, professionals, and leaders. These voices come as personal narratives of Latin@s in the United States (US) higher education. While their narratives expose different viewpoints and come from different personalities, institutions, and geographical locations, the complexities of their journeys have similar elements of true survival in unfamiliar Eurocentric terrains. In their respective chapters, they share their stories with veracity, acknowledge their remarkable contributions to their profession, and demonstrate that it is possible to be seen and heard in academic environments that have historically tried to silence their voices. Because of their pride, dedication, energy, resiliency, and courage, they are worthy of emulation; and all individuals, in spite of their culture, race, and national origin, can learn from them. Clearly, Latin@ Voices in Multicultural Education is a book for this day and age. It is intended for use by both undergraduate and graduate students, multicultural education scholars, faculty and staff in teacher preparation programs, higher education administrators, policy makers, and internal and external stakeholders in higher education. Hopefully, this book will motivate its readers to think and act differently, and to a large measure, shift their paradigms on how they treat and interact with individuals who appear different and atypical. Finally, this book will help everyone to value human differences; nurture multicultural dispositions and contexts; and navigate successfully through the mazes of bilingualism, multilingualism, multiculturalism, nationalism, and globalism.
LIST OF CONTRIBUTORS
Antonette Aragon Associate Professor, School of Education, Colorado State University
Jennifer Esposito Associate Professor, Department of Educational Policy Studies, Georgia State University
B. Gloria Johannessen Professor, Department of Curriculum and Instruction, Past Professor Emeritus at Cal Poly Pomona, Texas State University
James Martinez Assistant Professor, Department of Middle, Secondary, Reading and Deaf Education, Valdosta State University
Melissa A. Martinez Assistant Professor, Department of Counseling, Leadership, Adult Education, and School Psychology, Texas State University - San Marcos
Reynaldo Martinez Professor, Department Head of Adult and Career Education, Valdosta State University
Festus E. Obiakor Professor, Early Childhood and Special Education, Valdosta State University,
Ericka Parra Associate Professor, Department of Modern and Classical Languages, Valdosta State University
Francisco Rios Dean of the Woodring College of Education, Western Washington University
Juan A. Rios Vega Adjunct Assistant Professor, Educational Studies Department, Davidson College
Robert Rueda Associate Dean for Research and Faculty Affairs and the Stephen H. Crocker Professor of Education at the Rossier School of Education, University of Southern California
Regina Suriel Assistant Professor, Department of Middle, Secondary, Reading and Deaf Education, Valdosta State University
Nilsa Thorsos Professor, School of Education, National University
Luis Urrieta Associate Professor of Cultural Studies in Education, University of Texas at Austin
EDITORIAL
Iveta Kovalčíková:
From Dynamic Assessment Of Cognitive Abilities To Educational In... more EDITORIAL
Iveta Kovalčíková:
From Dynamic Assessment Of Cognitive Abilities To Educational Interventions: Trends In Cognitive Education
SYMPOSIUM
Marta Filičková, Ivan Ropovik, Monika Bobaková, Iveta Kovalčíková:
The Relationship Between Fluid Intelligence And Learning Potential: Is There An Interaction With Attentional Control?
Emma Hurley, Raegan Murphy:
The Development of a New Method of Idiographic Measurement for Dynamic Assessment Intervention
Dalibor Kučera, Jana Marie Havigerová:
Computational Psycholinguistic Analysis and Its Application in Psychological Assessment of College Students
Jan Ferjenčík, Miriam Slavkovská, Juraj Kresila:
Executive Functioning In Three Groups Of Pupils In D-KEFS: Selected Issues In Adapting The Test Battery For Slovakia
ARTICLES
Jaime N. Chavez, James Martinez, Rachel S. Pienta:
Effects of Story Mapping on Third-Grade Students with Attention Deficit Hyperactivity Disorder
Malcolm Thorburn, Katrina Seatter:
Asking Better Questions! A Review Of The Pedagogical Strategies Used In One Senior Level Award In Scotland
Ping Wang:
An Evaluation of the Pre-Service English Teacher Education In A University In China: Pros And Cons From An Insider’s Journey Of Learning
Invited 2014 reprint; Martinez, J., Unterreiner, A., Aragon, A., & Kellerman, P. (2014).
Demyst... more Invited 2014 reprint; Martinez, J., Unterreiner, A., Aragon, A., & Kellerman, P. (2014). Demystifying mythologies about Latina/o students: Immigration reform and education. Multicultural Teaching and Learning. Republished in Interpretive Research Suite and Bruce A. Carter Qualitative Thought Laboratory. http://quallab.web.unc.edu/mini-library/
Tips to become an Education Professor:
Are you Latino? Do you enjoy learning new ideas? Have you... more Tips to become an Education Professor:
Are you Latino? Do you enjoy learning new ideas? Have you ever wondered what it would be like to earn a doctorate and then become a professor in a university?
Read the following interview with James Martinez, Ph.D. in Interdisciplinary Studies, and find out what it is like to be a Latino Assistant Education Professor.
Teacher preparation programs have struggled on issues of equity. Arguably there may not be a dent... more Teacher preparation programs have struggled on issues of equity. Arguably there may not be a dent in the effort to provide equitable educational practices until reflective learning experiences are instituted. It is common knowledge that reflective learning experiences dismantle the colonized mind and help build a sense of community grounded from critical consciousness acknowledging structural inequality and levels of oppression inherent in schooling (Scheurich & Young, 1997; Villenas & Foley, 2011), intersectionality (Crenshaw, 1991; Delgado & Stefancic, 2001; Solórzano & Yosso, 2001), countering deficit thinking (Gorski, 2008; Valencia, 1997, 2010), and how each impacts teaching, learning, and schooling of many students. In this chapter, by discrediting misinformation, we seek to inform a thoughtful discourse as engaged advocates to positively influence how culturally and linguistically diverse (CLD) students are viewed by educators. In addition, we highlight evidence needed to adv...
Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, ye... more Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key elements of an effective gendered cross-cultural mentoring relationship in a Latin@ pretenure faculty dyad working in a predominantly White institution of higher education located in the Deep South of the United States. Drawing upon a methodological rhythm of sorts, a Black scholar acts as a muse providing testimonios and interpretations of a relationship existing among Latin@ scholars in predominantly White intellectual spaces. Findings from this critical co-constructed autoethnography note that a safe colored space supports effective mentoring, familismo, personalismo, enabling effective cross-cultural mentorship.
Immigration was one of the key issues from within the Obama administration. One focus of the admi... more Immigration was one of the key issues from within the Obama administration. One focus of the administration was to retain brilliant foreign scholars who have studied in the United States (U.S). Rather than let International Faculty return to their countries after completing their programs, employers found it advantageous to retain these professionals to boost the United States workforce. Higher education was one of the government sectors that experienced an increase in the numbers of foreign nationals choosing to remain in the United States after completing their degrees. What many International Faculty may be oblivious of, and which their programs of study may or may not have prepared them for, was how their lives will be impacted by the U.S. American culture and their new Deep South environment. The purpose of this study was to determine the obstacles and opportunities for foreign born college faculty to contribute to the internationalization and globalization of the higher education in U.S., in Southeastern colleges. Data were collected from face-to-face interviews and online surveys. The researchers provided an overview of what International Faculty feel about colleagues, students, and the educational system in a region known for its Southern Hospitality, along with politics and racial biases. Interviews provided insight into International Faculty’s positive and negative experiences and what administrators can offer to help new International Faculty become more comfortable in their new environments. Findings also provided insight about International Faculty’s perceptions about the Southern culture, the people, and the community.
The purpose of this research study was to determine if the Edmark Reading Program increased readi... more The purpose of this research study was to determine if the Edmark Reading Program increased reading fluency, attitudes, and engagement in third-grade students with disabilities. Student fluency was measured using estimated oral reading fluency determined by the STAR reading assessment. A statistically significant difference was found between the mean gains and losses of the control group and the intervention group. Student attitudes and engagement were reported using fieldnotes. Percentages of student attitudes and engagement were calculated, and the results revealed that students in the treatment group were more engaged and had more positive attitudes than students in the control group.
This action research study evaluated the effects of literacy strategies on academic achievement, ... more This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement.
Despite the initiatives for diverse faculty, the recruitment, retention and percentage of faculty... more Despite the initiatives for diverse faculty, the recruitment, retention and percentage of faculty of diverse cultural backgrounds, Latin@s in particular, remain low. This speaks to the apparent disinterest of some institutions in acknowledging the in / visible obstacles that impede the full and equal integration of Latin@ faculty into the ranks of the professoriate and academe. Assistance from a mentor can help this transition by clarifying short and long term priorities, as well as balancing strategies to move forward in teaching and other scholarly work. Of course, when first-year tenure-track faculty thrive, recruitment of quality colleagues and retention increase, as well as the respective programs and the students enrolled within the programs. The authors examine current themes of their mentoring experiences in higher education and highlight the importance of critical multicultural mentorship in closing the gaps in mentoring for non-dominant faculty in higher education. In their conclusion, the protégé and mentor suggest the need to disrupt deficit ideology by engaging in critical reflections on the complexity of cross-race/ethnicity mentoring in higher education.
Despite various meanings of and opinions about the “American Dream” and race/ethnicity terms for ... more Despite various meanings of and opinions about the “American Dream” and race/ethnicity terms for Latino, in this chapter, I used a personal testimonio to expose how I want to go beyond the “regimes of truth” (Foucault, 1980), argue for the “hopeful grief” (King, 2001), and give presence and voice (Aguirre, 2005; Rios, 2008) in higher education. I join other Latin@ scholars with a language politically aware enough to accommodate personal narratives for identity and meaning (Bell, 1999; Delgado, 1989). I have navigated from the politics of identity in my sometimes deficit views of youth to growing up to acknowledge the politics of critical thinking (Padilla, 2001; Rios, 2008), humanization teaching (Freire, 1997), and forward movement. In the end, I note, in concurrence with Freire (1997), that humanization is the only true vocation of humans. Lastly, I agree with Zamudio, Bridgeman, Russell, and Rios (2009) when they noted that, “despite our success, and perhaps because of it, we still do not quite belong” (p. 458), even as we go from invisibility to visibility in U.S. higher education.
Grounded in the theoretical frameworks of Constructivism and Social Cognitive Theory, this study ... more Grounded in the theoretical frameworks of Constructivism and Social Cognitive Theory, this study examined utilizing culturally responsive teaching with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the Southwestern United States. This study’s findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilized in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilizing culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.
(September, 2015)
Teacher preparation programs have struggled on issues of equity. Arguably there... more (September, 2015) Teacher preparation programs have struggled on issues of equity. Arguably there may not be a dent in the effort to provide equitable educational practices until reflective learning experiences are instituted. It is common knowledge that reflective learning experiences dismantle the colonized mind and help build a sense of community grounded from critical consciousness acknowledging structural inequality and levels of oppression inherent in schooling (Scheurich & Young, 1997; Villenas & Foley, 2011), intersectionality (Crenshaw, 1991; Delgado & Stefancic, 2001; Solórzano & Yosso, 2001), countering deficit thinking (Gorski, 2008; Valencia, 1997, 2010), and how each impacts teaching, learning, and schooling of many students. In this chapter, by discrediting misinformation, we seek to inform a thoughtful discourse as engaged advocates to positively influence how culturally and linguistically diverse (CLD) students are viewed by educators. In addition, we highlight evidence needed to advance the learning and educational success of all students by focusing on common myths heard in schools while utilizing elements of critical race theory to deconstruct those myths in explicit and thoughtful ways.
The current Georgia study examines middle-school-aged gang and non-gang members regarding the ris... more The current Georgia study examines middle-school-aged gang and non-gang members regarding the risk factors of gang membership and potential effects of these risk factors on academic achievement. Participants, 406 eighth grade students from a suburban middle-school, completed a 42-item survey assessing an array of demographic and risk factor variables. In addition, students provided self-report information regarding their success on national standardized testing used to measure academics readiness. Of the 28 variables analyzed, lower academic readiness was associated with ethnicity and/or gang membership. Findings are discussed in light of the complexity of the gang issue and the importance of recognizing the specificity associated with demographic predictors. Researchers are encouraged to continue exploring gang involvement in a variety of settings investigating differences in locality, school structure, and race/ethnicity. Teachers, parents, school administrators, and other key stakeholders may examine the aforementioned differences to collaboratively develop and share prevention and intervention successes and failures to enhance academic readiness and reduce gang involvement among youth.
The authors deconstruct commonly held mythologies about immigration to inform the critical discou... more The authors deconstruct commonly held mythologies about immigration to inform the critical discourse and support those educators who strive to be fair brokers of an inclusive educational system addressing the distinct needs of immigrant students. We (teacher educators and a community organizer) emphasize and clarify verifiable information that in fact refutes seven prevalent mythologies often articulated in the public debate. In our observations and experiences, this misinformation impacts decisions and fosters biases about Latina/o immigrants in the educational field, particularly impacting students from Mexico and Latin American countries. By debunking misinformation, we seek to inform a thoughtful discourse as advocates engaged to positively influence how these students are viewed by educators. This paper highlights evidence needed to advance the learning and educational success of Latina/o students. The hope of the authors is for a more thoughtful recognition of the immigrant student plight in the face of a nationally politicized and criminalized immigration stance.
The purpose of this study was to identify the major risk factor domains for gang membership and t... more The purpose of this study was to identify the major risk factor domains for gang membership and the relationships of these risk factors to eighth grade students. The domains of risk factors include: individual characteristics, peer group influences, family conditions, school experiences and the community context, along with demographic information obtained from the Student Gang Survey items. Through logistic multiple regression, risk factors associated with school, peer, community-neighborhood, and family were used to predict gang membership. Demographic data were also used as predictor variables. Results indicated that an increase in Community-Neighborhood Risk was associated with a decrease in joining a gang. Non-significant findings for Peer Risk, School Risk, Family Risk and demographic variables are additionally discussed. The current research identifies issues which middle school youth encounter in a county setting; provides a homegrown report to assist stakeholders (administrators, teachers, parents, students, and law enforcement) in identifying locally relevant risk factors of gang behavior; and substantiates risk factors for gang membership proliferation in those neighborhoods with no recently documented history of gangs. - See more at: http://nonpartisaneducation.org/Review/Articles/v9n1.htm#sthash.aj5xHeXp.dpuf
This study examined the effect of Rosetta Stone computer-assisted language learning (CALL) on Eng... more This study examined the effect of Rosetta Stone computer-assisted language learning (CALL) on English proficiency achievement, engagement in the language learning process, and student perceptions of the effectiveness of CALL-based instruction as compared to traditional workbook-based direct instruction for 36 English Learners in a suburban high school in the southeastern United States. Students were randomly divided into control and treatment groups. The control group received language instruction using traditional language workbooks, while the intervention group supplemented traditional language instruction with use of Rosetta Stone. Results were determined using pre and post scores from the WIDA-ACCESS Placement Test (W-APT), mean achievement scores on workbook exercises, an observational engagement checklist, attitudinal surveys, and post-intervention interviews. Language proficiency scores, student engagement, and student attitudes improved significantly. Workbook achievement also increased, but that difference was not statistically significant. Rosetta Stone was found to have a positive impact on English proficiency achievement, student engagement, and student attitudes toward the CALL-based application.
The purpose of the study was to examine the relationship between culturally relevant teaching and... more The purpose of the study was to examine the relationship between culturally relevant teaching and science achievement in seventh grade African American students when compared to standards-based instruction. The study also examined whether the use of culturally relevant teaching improved students’ attitudes toward science, as well as their participation within the science classroom. The intervention was implemented over the course of eight weeks by using a unit test as a pretest and posttest, formative quizzes, a Science Attitude Survey, and fieldnotes to analyze student performance. Although all participants made academic gains when comparing pretest and posttest results, the culturally relevant group made higher gains than the standards-based group. Data from the Science Attitude Survey revealed slight changes in students’ overall attitude toward science except in one area. The intervention showed culturally relevant teaching can increase student achievement and improve student participation within the science classroom.
The effects of student-directed activity-based learning (SDABL) were examined in two high school ... more The effects of student-directed activity-based learning (SDABL) were examined in two high school chemistry classes. Students in the SDABL class were given pretest results, a list of standards to be mastered, and a chart of learning activities categorized by difficulty level. They selected activities to meet their needs and preferences. Significantly greater achievement gains and more consistent participation were found in the teacher-led instruction class. Overall, most students believed they learn better by teacher-led instructional methods. SDABL may have the potential to be effective in high school chemistry classes if more student preparation is part of the strategy.
The purpose of this research study was to determine if the Edmark Reading Program increased readi... more The purpose of this research study was to determine if the Edmark Reading Program increased reading fluency, attitudes, and engagement in third-grade students with disabilities. Student fluency was measured using estimated oral reading fluency determined by the STAR reading assessment. A statistically significant difference was found between the mean gains and losses of the control group and the intervention group. Student attitudes and engagement were reported using fieldnotes collected by the teacher-researcher. Percentages of student attitudes and engagement revealed that students in the treatment group were more engaged and had more positive attitudes than students in the control group.
The purpose of this study was to examine the effects of story mapping on the reading comprehensio... more The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third-grade students with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved, while tests from a computerized reading program also improved. Students exhibited an increase of on-task behavior and positive attitudes during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.
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Books by James Martinez
Clearly, Latin@ Voices in Multicultural Education is a book for this day and age. It is intended for use by both undergraduate and graduate students, multicultural education scholars, faculty and staff in teacher preparation programs, higher education administrators, policy makers, and internal and external stakeholders in higher education. Hopefully, this book will motivate its readers to think and act differently, and to a large measure, shift their paradigms on how they treat and interact with individuals who appear different and atypical. Finally, this book will help everyone to value human differences; nurture multicultural dispositions and contexts; and navigate successfully through the mazes of bilingualism, multilingualism, multiculturalism, nationalism, and globalism.
LIST OF CONTRIBUTORS
Antonette Aragon
Associate Professor, School of Education,
Colorado State University
Jennifer Esposito
Associate Professor, Department of Educational Policy Studies,
Georgia State University
B. Gloria Johannessen
Professor, Department of Curriculum and Instruction, Past Professor Emeritus at Cal Poly Pomona, Texas State University
James Martinez
Assistant Professor, Department of Middle, Secondary, Reading and Deaf Education,
Valdosta State University
Melissa A. Martinez
Assistant Professor, Department of Counseling, Leadership, Adult Education, and School Psychology, Texas State University - San Marcos
Reynaldo Martinez
Professor, Department Head of Adult and Career Education,
Valdosta State University
Festus E. Obiakor
Professor, Early Childhood and Special Education,
Valdosta State University,
Ericka Parra
Associate Professor, Department of Modern and Classical Languages,
Valdosta State University
Francisco Rios
Dean of the Woodring College of Education,
Western Washington University
Juan A. Rios Vega
Adjunct Assistant Professor, Educational Studies Department,
Davidson College
Robert Rueda
Associate Dean for Research and Faculty Affairs and the Stephen H. Crocker Professor of Education at the Rossier School of Education,
University of Southern California
Regina Suriel
Assistant Professor, Department of Middle, Secondary, Reading and Deaf Education,
Valdosta State University
Nilsa Thorsos
Professor, School of Education,
National University
Luis Urrieta
Associate Professor of Cultural Studies in Education,
University of Texas at Austin
Issues by James Martinez
Iveta Kovalčíková:
From Dynamic Assessment Of Cognitive Abilities To Educational Interventions: Trends In Cognitive Education
SYMPOSIUM
Marta Filičková, Ivan Ropovik, Monika Bobaková, Iveta Kovalčíková:
The Relationship Between Fluid Intelligence And Learning Potential: Is There An Interaction With Attentional Control?
Emma Hurley, Raegan Murphy:
The Development of a New Method of Idiographic Measurement for Dynamic Assessment Intervention
Dalibor Kučera, Jana Marie Havigerová:
Computational Psycholinguistic Analysis and Its Application in Psychological Assessment of College Students
Jan Ferjenčík, Miriam Slavkovská, Juraj Kresila:
Executive Functioning In Three Groups Of Pupils In D-KEFS: Selected Issues In Adapting The Test Battery For Slovakia
ARTICLES
Jaime N. Chavez, James Martinez, Rachel S. Pienta:
Effects of Story Mapping on Third-Grade Students with Attention Deficit Hyperactivity Disorder
Malcolm Thorburn, Katrina Seatter:
Asking Better Questions! A Review Of The Pedagogical Strategies Used In One Senior Level Award In Scotland
Ping Wang:
An Evaluation of the Pre-Service English Teacher Education In A University In China: Pros And Cons From An Insider’s Journey Of Learning
Talks by James Martinez
Demystifying mythologies about Latina/o students: Immigration reform and
education. Multicultural Teaching and Learning. Republished in Interpretive
Research Suite and Bruce A. Carter Qualitative Thought Laboratory.
http://quallab.web.unc.edu/mini-library/
Are you Latino? Do you enjoy learning new ideas? Have you ever wondered what it would be like to earn a doctorate and then become a professor in a university?
Read the following interview with James Martinez, Ph.D. in Interdisciplinary Studies, and find out what it is like to be a Latino Assistant Education Professor.
Papers by James Martinez
Teacher preparation programs have struggled on issues of equity. Arguably there may not be a dent in the effort to provide equitable educational practices until reflective learning experiences are instituted. It is common knowledge that reflective learning experiences dismantle the colonized mind and help build a sense of community grounded from critical consciousness acknowledging structural inequality and levels of oppression inherent in schooling (Scheurich & Young, 1997; Villenas & Foley, 2011), intersectionality (Crenshaw, 1991; Delgado & Stefancic, 2001; Solórzano & Yosso, 2001), countering deficit thinking (Gorski, 2008; Valencia, 1997, 2010), and how each impacts teaching, learning, and schooling of many students. In this chapter, by discrediting misinformation, we seek to inform a thoughtful discourse as engaged advocates to positively influence how culturally and linguistically diverse (CLD) students are viewed by educators. In addition, we highlight evidence needed to advance the learning and educational success of all students by focusing on common myths heard in schools while utilizing elements of critical race theory to deconstruct those myths in explicit and thoughtful ways.
Clearly, Latin@ Voices in Multicultural Education is a book for this day and age. It is intended for use by both undergraduate and graduate students, multicultural education scholars, faculty and staff in teacher preparation programs, higher education administrators, policy makers, and internal and external stakeholders in higher education. Hopefully, this book will motivate its readers to think and act differently, and to a large measure, shift their paradigms on how they treat and interact with individuals who appear different and atypical. Finally, this book will help everyone to value human differences; nurture multicultural dispositions and contexts; and navigate successfully through the mazes of bilingualism, multilingualism, multiculturalism, nationalism, and globalism.
LIST OF CONTRIBUTORS
Antonette Aragon
Associate Professor, School of Education,
Colorado State University
Jennifer Esposito
Associate Professor, Department of Educational Policy Studies,
Georgia State University
B. Gloria Johannessen
Professor, Department of Curriculum and Instruction, Past Professor Emeritus at Cal Poly Pomona, Texas State University
James Martinez
Assistant Professor, Department of Middle, Secondary, Reading and Deaf Education,
Valdosta State University
Melissa A. Martinez
Assistant Professor, Department of Counseling, Leadership, Adult Education, and School Psychology, Texas State University - San Marcos
Reynaldo Martinez
Professor, Department Head of Adult and Career Education,
Valdosta State University
Festus E. Obiakor
Professor, Early Childhood and Special Education,
Valdosta State University,
Ericka Parra
Associate Professor, Department of Modern and Classical Languages,
Valdosta State University
Francisco Rios
Dean of the Woodring College of Education,
Western Washington University
Juan A. Rios Vega
Adjunct Assistant Professor, Educational Studies Department,
Davidson College
Robert Rueda
Associate Dean for Research and Faculty Affairs and the Stephen H. Crocker Professor of Education at the Rossier School of Education,
University of Southern California
Regina Suriel
Assistant Professor, Department of Middle, Secondary, Reading and Deaf Education,
Valdosta State University
Nilsa Thorsos
Professor, School of Education,
National University
Luis Urrieta
Associate Professor of Cultural Studies in Education,
University of Texas at Austin
Iveta Kovalčíková:
From Dynamic Assessment Of Cognitive Abilities To Educational Interventions: Trends In Cognitive Education
SYMPOSIUM
Marta Filičková, Ivan Ropovik, Monika Bobaková, Iveta Kovalčíková:
The Relationship Between Fluid Intelligence And Learning Potential: Is There An Interaction With Attentional Control?
Emma Hurley, Raegan Murphy:
The Development of a New Method of Idiographic Measurement for Dynamic Assessment Intervention
Dalibor Kučera, Jana Marie Havigerová:
Computational Psycholinguistic Analysis and Its Application in Psychological Assessment of College Students
Jan Ferjenčík, Miriam Slavkovská, Juraj Kresila:
Executive Functioning In Three Groups Of Pupils In D-KEFS: Selected Issues In Adapting The Test Battery For Slovakia
ARTICLES
Jaime N. Chavez, James Martinez, Rachel S. Pienta:
Effects of Story Mapping on Third-Grade Students with Attention Deficit Hyperactivity Disorder
Malcolm Thorburn, Katrina Seatter:
Asking Better Questions! A Review Of The Pedagogical Strategies Used In One Senior Level Award In Scotland
Ping Wang:
An Evaluation of the Pre-Service English Teacher Education In A University In China: Pros And Cons From An Insider’s Journey Of Learning
Demystifying mythologies about Latina/o students: Immigration reform and
education. Multicultural Teaching and Learning. Republished in Interpretive
Research Suite and Bruce A. Carter Qualitative Thought Laboratory.
http://quallab.web.unc.edu/mini-library/
Are you Latino? Do you enjoy learning new ideas? Have you ever wondered what it would be like to earn a doctorate and then become a professor in a university?
Read the following interview with James Martinez, Ph.D. in Interdisciplinary Studies, and find out what it is like to be a Latino Assistant Education Professor.
Teacher preparation programs have struggled on issues of equity. Arguably there may not be a dent in the effort to provide equitable educational practices until reflective learning experiences are instituted. It is common knowledge that reflective learning experiences dismantle the colonized mind and help build a sense of community grounded from critical consciousness acknowledging structural inequality and levels of oppression inherent in schooling (Scheurich & Young, 1997; Villenas & Foley, 2011), intersectionality (Crenshaw, 1991; Delgado & Stefancic, 2001; Solórzano & Yosso, 2001), countering deficit thinking (Gorski, 2008; Valencia, 1997, 2010), and how each impacts teaching, learning, and schooling of many students. In this chapter, by discrediting misinformation, we seek to inform a thoughtful discourse as engaged advocates to positively influence how culturally and linguistically diverse (CLD) students are viewed by educators. In addition, we highlight evidence needed to advance the learning and educational success of all students by focusing on common myths heard in schools while utilizing elements of critical race theory to deconstruct those myths in explicit and thoughtful ways.