The goal of “Research to Practice Tools” is to disseminate research conducted through the Institute for Latino Educational Achievement to a wide variety of audiences in a user-friendly format. Each volume offers an overview of the research findings and implications for practice as colleges and universities strive to promote intercultural teaching and learning.
Creating Culturally Relevant Spaces Spaces for Respectful Intercultural Teaching and Learning
Volume 1: African American (8) and Latino (11) students described the professor who helped him or her to learn the most in college. 14 different professors representing 12 disciplines were identified. Through classroom observations and interviews, the study examined professors’ strengths, attitudes, and behaviors that were most supportive of the learning of students of color. Collectively, findings from this research are offered to advance the transformational work of colleges and universities who are striving to be effective facilitators of intercultural teaching and learning.
Link to Volume 1: Research to Practice Intercultural Teaching & Learning
Building on the Strengths Our Students Bring: The Role of Social and Cultural Capital in Student Success
Volume 2: Based on interviews with 25 college‐aspiring Latino/a high school juniors and seniors, this study examines students’ narratives of their high school experiences and college preparation process. It identifies strengths within the students and their schools, families, and communities that supported their success as well as the barriers they had to overcome.
Link to Volume 2: Research to Practice Social and Cultural Capital
“I’m Latino and I’m Proud”: The Power of Valuing Students’ Ethnic Identity
Volume 3: Latino/a students are attending college at increasing rates, but they lag behind other students in graduation rates (Fry, 2011; Kelly, Schneider & Carey, 2010). At Christian colleges and universities, this disparity is even more pronounced (Reyes & Case, 2011). Institutions are urged to develop learning environments that are inclusive, supportive, and convey value and honor for the identity of students of color (Tierney, 1999; 2000). This study explored an intentional process of ethnic identity exploration among 30 Latino/a students who participated in an ethnically- rooted leadership program. Findings revealed that at each level of the model, students demonstrated increasing ability to articulate and live-out their identity as Latino/a students at a predominantly White campus.
Link to Volume 3: Research to Practice Ethnic Identity