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Jabari Mahiri and Jeannie Oakes
UC Berkeley/education and UCLA/education
Fellows, 2001
Title: Increasing College Access for Students Attending "Bi-modal" High Schools
Researchers from UCB and UCLA will study pathways of college access for low-income, underrepresented students at two culturally diverse high schools. This research will describe and measure students’ different trajectories through high school and assess why and how these trajectories limit or enhance students’ access to college. The project will guide the research and professional development of UCB and UCLA graduate students as well as stimulate and train teachers and administrators at the school sites to use research to identify and transform practices that result in inequitable outcomes for underrepresented students. And the collaboration will also investigate the creation of school cultures that engage in reciprocal study and critique among university faculty, graduate students, and teacher researchers.
Vanessa Ochoa
UCLA/education
Dissertation Fellow, 2008
Dissertation: A Case Study Portrait of an Effective High School Counseling Program and its Impact on Latina/o Student Academic Preparation and the College Choice Process
Abstract: Research highlights that Latina/o high school student’s experience difficulty in their attempts to enter post-secondary education. In certain instances, Latina/o students attend high schools where they do not receive appropriate counseling to assist in their academic preparation and college choice process. This dissertation project entitled: A Case Study Portrait of an Effective High School Counseling Program and its Impact on Latina/o Student Academic Preparation and the College Choice Process paints a portrait of two Counselors of Color and their tactics and motivation for assuring that Latina/o high school students are well informed in the college-choice process. Moreover, the counselor’s ability to motivate, energize and engage their Latina/o students allows them to promote a strong college-going attitude for their students. Thus, this project provides depth to an issue that is rarely discussed in educational research: Latina/o students, their college choice process and the role of effective high school Counselor of Color.
Kathryn Olson
UCLA/education
Dissertation Fellow, 2002
Dissertation: The Pedagogical Consequences of Proposition 227
Abstract: With the passage of Proposition 227, schools serving English Language Learners (ELL) faced difficult choices of abandoning all primary language instruction, continuing some instruction based on earlier bilingual education, or choosing a third English-emphasis approach. In fact, a combination of factors including legal requirements, efforts to meet ELL’s language and other learning needs, community preferences, and bureaucratic and resource constraints have produced hybrid programs and practices that require study and analysis to inform new policy that is consistent with students’ learning needs. This study documents these programs and their impact on literacy.
Paul M. Ong, Jordan Rickles & Douglas Houston
UCLA/public policy
Fellows, 2001
Title: School Integration and Residential Segregation in California
This study uses US Census 2000 and California Department of Education data to investigate whether schools play a role in integrating segregated neighborhoods. The project has three primary objectives: (1) measure school and residential segregation in California metropolitan areas; (2) profile metropolitan areas based on their relative measure of school segregation; and (3) investigate, at a micro-level, whether schools play a role in integrating segregated neighborhoods.
Armida Ornelas
UCLA/education
Postdoctoral Fellow, 2002
Title: Examining the Transfer Process for Latina/o Community College Students: A Case Study Analysis of a California Community College
Rates of Latina/o transfers from California Community Colleges (CCCs) to UC campuses are disproportionately low. This study will look at Fullerton College–a college that is relatively more successful with Latina/o transfers–in order to understand institutional policies that work to promote Latina/o transfers to four-year institutions. Using a case study method, this research will examine how the California Master Plan for Higher Education has impacted the transition of Latina/o students from Community colleges to four-year institutions; the role of the CCCs in fulfilling their transfer function for Latina/o students; and the opportunities and barriers that Latina/o students face in the transfer process to four-year institutions.
Eduardo Mosqueda, Ph.D., and
Leticia Oseguera, Ph.D.
UC Santa Cruz and UC Irvine/education
Junior Faculty Fellows, 2007
Title: Why Do Asian American Students Do Better in School?: Understanding the Roots of Social Capital Among Black, Mexican American, Vietnamese American, and White High School Youth
This study develops a more comprehensive understanding of Asian American success by exploring the roots of social capital to help explain differences in academic school performance among Vietnamese, Black, Mexican, and White high school youth. We quantitatively investigate the study habits of students in the National Education Longitudinal Study (NELS):88 database. Using the quantitative findings as a guide, we will then generate an interview protocol to undertake a pilot qualitative study of high school students to delineate relationships between access to social capital networks and school achievement. This work suggests a closer examination of the association between parental socioeconomic status, gender, familial social capital (e.g., parental expectations), and within- and between- school social capital (e.g., positive relationships in schools) as possible explanations for the relative success of Vietnamese high school students. This research will inform policy and practice in identifying educational reform efforts to promote academic success among all students.
