This dissertation documents the elements that characterize the perspectives and practices of four high school teachers identified as highly effective educators working with immigrant-origin Latina and Latino students in urban settings. They are distinguished in consistently taking into account their students cultural backgrounds and personal narratives. Using portraiture methodology, this study examines the development of their cultural competencies and the myriad ways each one promotes, supports, and celebrates the learning of their immigrant-origin Latinx students. Data sources include semi-structured interviews with the teachers, administrators, and members of the community, classroom observations and audio files, extensive field notes, and demographic data about the local context of the school where the four teachers have been teaching.
Bringing refugees from crisis to flourishing: The role of resettlement agencies and the church in facilitating integration and stability
Refugee resettlement in recent months has become an issue of intense debate in the United States. An issue that was once viewed as a humanitarian