Cambio de Colores (2016 : 15th : Kansas City, Mo.)
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The theme of the 2016 conference was: Latinos in the Heartland: Building Bridges, Dialogue, and Opportunity. "The 2016 proceedings book features nine selected papers in education, youth development, public health and engaging research and more." (Source: conference website)
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Item Characterizing contemporary U.S. immigration : three types of rural Mexican migrants(Cambio Center, 2017) Smith, Jeffrey S.; Cambio de Colores (15th: 2016 : Columbia, Mo.)The U.S. prides itself as being a country of immigrants. Yet, each successive wave of newly arriving people has been accompanied by stresses and strains within American society. Likewise, each wave of immigrants has been motivated by different factors. Some have sought better economic opportunities or religious and political freedoms while others have escaped war, famine, or persecution. Since 1965, Mexico has been the leading country of origin for immigrants arriving in the U.S. As represented in the rhetoric surrounding the 2016 Presidential elections, the general public is largely uninformed about the distinctions among Mexican immigrants. Popular perception holds that Mexican immigrants are a homogeneous population possessing the same objectives when coming to the U.S. The purpose of this article is to highlight the three types of migrants leaving rural Mexico. Based on data gathered from ethnographic fieldwork, I show that goal-oriented migrants differ dramatically in demographic characteristics than migrants who come repeatedly or permanently settle in the U.S. This article articulates what motivates differing Mexican immigrants with the hope that the information will help officials better serve this large and diverse population.Item An exploration of Indiana's English language learner language programming models(Cambio Center, 2017) Mullaney, Trish Morita; Burke, April M.; Cambio de Colores (15th: 2016 : Columbia, Mo.)Indiana provides a unique context for the study of English learner (EL) K-12 language program models, as it is home to the nation's second fastest growing EL population (Migration Policy Institute, 2010). Despite exponential growth of the state's EL community, Indiana is one of 15 states that does not require either bilingual or EL preparation for pre-service teachers and school leaders (Tanenbaum et al., 2012). Additionally, the Indiana Department of Education (IDOE) neither expects nor requires teachers who work with ELs to be bilingual or EL-certified. The impetus for this study was the growing demand from Indiana bilingual/EL leaders to understand the variant ways the state's K-12 English language programs were conceptualized and instituted, especially for schools with predominantly Hispanic communities. This study contributes to the limited amount of research on bilingual and EL programming models in Midwestern schools with relatively recent and growing Hispanic populations. The primary purpose of this study was to examine how Indiana's bilingual/EL district leaders implement, negotiate, and perceive the effectiveness of their English language programs. In this survey study, we examined the characteristics of Indiana's bilingual education/English learner (BE/EL) district leaders and how they implement, negotiate, and perceive the effectiveness of their instructional program models for emergent bilinguals (EBs). We developed a survey to investigate the following: 1) the backgrounds and experiences of BE/EL leaders, and 2) the types of bilingual and EL programs implemented by participants' districts. Preliminary findings show that a variety of BE/EL program models operate concurrently even within the same district and that bilingual education programming is rare for emergent bilinguals.Item Lady researchers : mapping urban community and learning spaces(Cambio Center, 2017) McNelly, Carla A.; Dawson, Carla A.; Bruna, Katherine Richardson; Cambio de Colores (15th: 2016 : Columbia, Mo.)This paper documents a collaborative research project with middle and high school young women during an afterschool program at Children and Urban Family Movement (CFUM) in Des Moines, Iowa. A research team consisting of members from the School of Education, Community and Regional Planning, Human Development and Family Studies, and Extension and Outreach from Iowa State University partnered with CFUM to provide programming for gender-specific youth called Design Dialogues. The research team, with the help of ISU Undergraduate Facilitators, conducted six discussion groups with middle and high school youth. During the fall of 2015, The Whyld Girls, also known as Lady Researchers, literally and figuratively “mapped” their community and learning spaces during each activity.Item La construcción de identidad de padres-madres y maestros en contextos bilingües(Cambio Center, 2017) Inzunza, Jorge; Byrnes, Meredith; Albiter, Rafaela; Bell-Jimenez, Cynthia; Crist, Mary; Jesberger, Catherine; Liu, Katrina; Solis, Berenice; Cambio de Colores (15th: 2016 : Columbia, Mo.)Los programas de lenguaje dual, también llamado educación bilingüe, no sólo implican cambios pedagógico-didácticos para una comunidad, sino también importantes transformaciones culturales, que muchas veces no son dimensionadas. Tanto las familias como los maestros experimentan tensiones en la construcción de sus roles e identidades en contextos de discriminación y supremacía de la cultura anglosajona. Estos factores deben ser tomados en cuenta en el diseño de políticas educativas y lingüísticas locales.Item The construction of parent and teacher identities in bilingual settings(Cambio Center, 2017) Inzunza, Jorge; Byrnes, Meredith; Albiter, Rafaela; Bell-Jimenez, Cynthia; Crist, Mary; Jesberger, Catherine; Liu, Katrina; Solis, Berenice; Cambio de Colores (15th: 2016 : Columbia, Mo.)The implementation of dual language programs, also called bilingual education, in a community not only involve pedagogical and didactic changes, but also offer important and often not measured cultural transformations. In this study, we found that both families and teachers who were involved in a dual language program experienced tensions in building their roles and identities in contexts of discrimination and supremacy of Anglo-Saxon culture. We suggest that these factors should be taken into account in the design of local language policies.
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