Academic literature on the topic 'Educational psychology|Latin American studies'

The purpose of this systematic review was to further our understanding of educational leadership and management (EDLM) knowledge production in Latin America. We conducted a “topographical review” of 48 articles from Latin America published in eight “core” EDLM journals published between 1991 and 2017. Data analysis focused on analyzing identified modal trends as well as highlighting variability in patterns of knowledge production. Notably, 75% of the studies had been published in the past 10 years, and 56% in the past five years. Geographic coverage was highly uneven across Latin America. While there were 19 articles from Chile, numerous Latin American societies were unrepresented in the database. Almost 80% of the corpus consisted of empirical studies and topical foci were highly diverse. Comparison of these results with findings reported in recent reviews of EDLM research from other developing societies yielded recommendations for enhancing research capacity and output in Latin America. A key limitation of the review was its exclusion of local language sources. This led to the further recommendation for Latin American scholars to undertake broader multi-language reviews of the EDLM knowledge base in Latin America.

Due to the development of so many different educational experiments in radio and television with more than 40 years of existence in many Latin American countries, the appearance of new institutional initiatives done by most of the educational institutions of Latin America and, facing the innovating approaches of technological convergence of telecommunications, the audiovisual means and computer science, with the possible complementarity and interrelation of radio, television and Internet in new broadband IP digital networks, it becomes necessary to raise new lines of future and intervention to encourage the Televisión Educativa Iberoamericana (TEIb) (Latin American Educational Television), Program of Cooperation of the Latin American Heads of States and Governments Summit, and its managing association, the ATEI. Debido al desarrollo de tantas y diversas experiencias de radio y televisión educativas con más de 40 años de existencia en muchos países iberoamericanos, la aparición de nuevas iniciativas institucionales que realizan la mayoría de las instituciones educativas de Iberoamérica y, ante los innovadores planteamientos de la convergencia tecnológica de las telecomunicaciones, los medios audiovisuales y la informática, con la posible complementariedad e interrelación de la radio, televisión e Internet en las nuevas redes digitales de banda ancha IP, se hace necesario plantear nuevas líneas de futuro y actuación para relanzar la Televisión Educativa Iberoamericana (TEIb), Programa de Cooperación de las Cumbres Iberoamericanas de Jefes de Estado y de Gobierno, y su Asociación gestora, la ATEI.

I read Stephen Vassallo’s text, Critical Educational Psychology (2017), with interest. As a faculty member in an interdisciplinary social foundations unit who often works with educational psychology colleagues and students, I inhabit a kind of epistemological borderlands in which I regularly engage with and support projects animated by theoretical foundations that differ from or conflict with those in my own terrain. Historians Adelman and Arons’ (1999) characterize “borderlands” as having “contested boundaries between colonial domains” (p. 816), a generative metaphor that might apply to intercultural exchanges in a variety of academic spaces and fields. I wondered whether Vassallo’s text, a recipient of the American Educational Studies Association’s Critical Choice Award (2018), might offer me additional insights for crossing over from my non-positivist and critical spaces to support post-positivist and realist work.

Psychopedagogy is an interdisciplinary science with great growth in Latin American countries, but there are few studies that address its historical evolution, according to its peculiarities. The objective of this article was to carry out a comparative study of the historical development of the Psychopedagogy between Chile and Cuba, two Latin American nations that share a peculiar past and presentto determinate coincidences and differences. The historical background, institutionalization and national contributions wereselected as indicators, which allowed showing the similarities and differences according to the historical, economic, cultural and political development peculiar to each country, with a previous evolution of Psychology and Pedagogy. , as basal sciences, from the influences of foreign conceptions deeply rooted in the educational field, but with a creative, contextualized and successful work of professionals in Psychopedagogy, adapting them to the historical needs of each country and achieving the solution of educational problems and at the same time enrich this science. Psychopedagogy has a certain maturity as an interdisciplinary science in full development in the current conditions of Cuba and Chile.

The European School of Oncology (ESO) offers a wide range of educational activities in Europe, the Middle East and Latin America. International experts are invited to provide proper education in the diagnosis and treatment of patients with cancer according to a holistic model of care. This activity is currently structured in the ESO College (ESCO) through masterclasses in clinical oncology, international conferences, clinical training centers fellowship programs, certificate of competence and advanced studies, patients' advocacy events, e-learning sessions and medical students' courses in oncology. This institutional profile highlights the ESO–ESCO educational activities dedicated to Latin American oncologists and reports on the experience of the 869 participants that have attended these programs.

This article arose from our interest in investigating our own teaching practices at three universities in Northern Chile. The aim was to generate a deeper understanding of our roles as models for our students, and by using the methodology of the heart, we have joined our three voices of Latin American women researchers to describe the interpretative autoethnography and performative text as ways of researching in education, health, and psychology and its power as a tool for breaking the traditional academic discourse to connect with international audiences from our own biographies. We seek to show how social transformation can occur from the classroom and at the same time challenge the public higher education system that follows free market policies in this neoliberal world. Why use autoethnography? Because reflecting on our own practices through autoethnography allows us to get to know ourselves and at the same time appreciate our voices. Trends in educational research in Latin America have been strongly marked by colonization and dramatically influenced by the knowledge developed in the global north. We propose to put the south in our research by exploring our realities told through social stories of the heart.

A Task Force of the American Psychological Association Division 35, Psychology of Women, has been collecting resources that address issues of human rights and mental health among Latin American women living in situations of war and/or state-sponsored violence. This work is being conducted primarily by women's groups, progressive organizations, and individual women in these contexts of institutionalized political violence. This paper describes our reflections on themes that emerged from our reading of this work. We discuss the false dichotomy between public and private violence, the silencing of women as an inevitable consequence of state-imposed violence, and the collective efforts of women to resist violence and heal its effects. These themes suggest that extreme violence against women can be most adequately understood and responded to within a psychosocial and cultural framework. We examined three issues that emerge from the material gathered by the Task Force that suggest how some Latin American psychologists and activists have begun to articulate such a framework: (a) exile within and outside of one's country of origin; (b) torture, the most extreme form of state-sponsored violence; and (c) nontraditional, culturally appropriate interventions that are alternatives to Anglo-Saxon theory and practice. The work of Latin American individuals is described here as a resource for all who are engaged in the struggle to achieve justice for women.

OBJECTIVE: To identify and evaluate the effects of community-based interventions on the sedentary behavior (SB) of Latin American children and adolescents. METHODS: A systematic review on community-based trials to reduce and/or control SB in Latin American countries (Prospero: CRD42017072157). Five databases (PubMed, Web of Science, Scopus, SciELO and Lilacs) and a reference lists were searched. RESULTS: Ten intervention studies met the eligibility criteria and composed the descriptive synthesis. These studies were conducted in Brazil (n=5), Mexico (n=3), Ecuador (n=1) and Colombia (n=1). Most interventions were implemented in schools (n=8) by educational components, such as meetings, lessons, and seminars, on health-related subjects (n=6). Only two studies adopted specific strategies to reduce/control SB; others focused on increasing physical activity and/or improving diet. Only one study used an accelerometer to measure SB. Seven studies investigated recreational screen time. Eight studies showed statistically significant effects on SB reduction (80%). CONCLUSIONS: Latin America community-based interventions reduced children and adolescents’ SB. Further studies should: define SB as a primary outcome and implement strategies to reduce such behaviour; focus in different SBs and settings, other than recreational screen time or at-home sitting time; and use objective tools together with questionnaires to measure sedentary behaviour in.

Purpose: Pap smear screening programs have been ineffective in reducing cervical cancer mortality in most Latin American and Caribbean countries, in part due to low screening rates. The purpose of this review was to analyze recent studies to identify demographic, social, and cultural factors influencing women’s participation in Pap screening programs in Latin America and the Caribbean. Design/Method: For this integrative review, cervical cancer screening in Latin America and the Caribbean was searched using PubMed, CINAHL, EMBASE, and PsycINFO databases. Findings/Results: Demographic barriers to screening were socioeconomic status, education, race/ethnicity, and geography. Social barriers included lack of uniformity in screening guidelines, lack of knowledge regarding cervical cancer, and lack of preventive culture. Cultural barriers were fear/embarrassment and gender roles. Conclusions: There are multilevel barriers to Pap smear utilization among women in Latin America and the Caribbean. Implications for Practice: Findings highlight a need for health system engagement, promotion of preventive care, and community-generated educational programs and solutions.

Latin American educational policy has relied on the assumption that better preparation can help school leaders improve their professional performance, thus improving quality of schools. Training programs for present or future school leaders have proliferated in the region, often publicly financed, but without enough evidence of their impact. Using data for seven Latin American countries from the Third Regional Comparative and Explanatory Study (TERCE), we seek to determine the association between school leaders’ formal education and training received, with well recognized dimensions of school leadership practices reported by their teachers. We estimated linear regression models for each country in Latin America to determine the relationship between principals’ preparation with indicators of educational leadership practices. Our results show that in most observed indicators of leadership practices the effect of education or training is marginal. We provide possible explanations for this finding, emphasizing the weaknesses in principals’ initial selection processes and their deficiencies. We also consider schools’ precarious conditions to support principals in order to put the knowledge they learned in training activities into practice. We point out the need to continue conducting specific studies on the effects of training on educational leadership among school leaders in the region, overcoming TERCE information restrictions.

Currently, research reveals a gap of knowledge about African American and Latino/a students’ experiences participating in restorative practices such as dialogue circles. In the United States, African American and Latino/a students are disciplined more harshly by teachers as well as being suspended and expelled at a higher rate. Alternatives to punitive approaches like suspension and expulsion are addressed throughout this thesis. The nine participants of this study attended a three-day camp that focused on building social justice awareness and connectedness while utilizing dialogue circles. The interviews revealed that through these dialogue circles, the participants were able to think critically about conflicts, social division, discrimination, and oppression as it relates to themselves, their community, and country. Implications and recommendations based on the findings of this study, are provided to inform educators and school personnel about alternative ways of disciplining. Future studies are recommended to further study the influences of community based programs like the Building Bridges in High Schools.

This dissertation explores the experiences of self-identified Latin@ youth in NAIS and POCIS Schools in the San Francisco Bay Area. Although all students involved in this study initially felt equipped to participate in the independent school environment, they experienced both common and unique challenges calling on the need to negotiate their ethnic identities. This research study assumed that all people and institutions, such as independent schools, are embedded in complex social, cultural and political systems historically defined by race, power and privilege. Engaging student voice in on-going efforts to understand and improve the conditions for historically underrepresented students of color, particularly Latin@ youth, is imperative in acknowledging that students have deep wisdom and expertise. The partnership between students and adults can foster “critical consciousness” – an awareness of the historical and current conditions that perpetuate inequality in society and in their own life circumstances (Horton & Freire, 1990). Freire (1982) asserted, “the silenced are not just incidental to the curiosity of the researcher but are the masters of inquiry into the underlying causes of the events in their world. In this context research, becomes a means of moving them beyond silence into a quest to proclaim the world.” Keywords: Latino, youth voice, underrepresented students, critical race theory, diversity “Latin@” is spelled using the “at symbol” to replace the letter “a” or “o.” Pizarro, Montoya, Nañez, Chavez, & Bermudez (2002) are Latin@ educators who formed Maestr@s, a group contending that the Spanish language is a manifestation of male hegemony. Maestr@s coined the use of the term because it is a visual intervention and a re-coding of information to different linguistic, epistemological and ideological systems (Pizarro, et. al, 2002, p. 290).

Drawing from Latino/a Critical Race Theory and the related Community Cultural Wealth (CCW) model, I concentrate on three forms of CCW—aspirational, navigational, and resistance capital—for this qualitative study on the undergraduate experience of Latina students in Science, Technology, Engineering, and Mathematics (STEM) majors, focusing on strategies and achieving baccalaureate attainment. I interviewed ten Latina students and asked them questions regarding their educational experiences in STEM majors, what contributed to their degree completion, and the strategies they employed for achieving baccalaureate attainment. I identified and described six themes within the study (the underrepresentation of Latinas in STEM majors, the lack of preparation by academic programs for upper division courses, motivators, involvement, time management, and support networks) that, when combined, contributed to participants’ degree attainment. This study concludes with implications for policy and practice that would allow universities to better assist Latinas in STEM majors to achieve baccalaureate attainment.

Studies have shown that Latina/os may experience discomfort in regards to acculturation and assimilation into mainstream American culture. For Latina/o adolescents this struggle may be more pronounced. Adolescence can be a time when one is developing an understanding of how one fits within the context of community. Previous research shows how adolescents with a strong ethnic identity may experience greater resiliency against stressful life events. Studies have also shown how the arts can have a positive effect on adolescent identity development. Cultural arts aid in selfdiscovery plus a connection with peers and the greater community. This study examines the correlation between culturally-relevant art activities, labeled in this study as the LIAC (Latina/o Identity-based Art Curriculum) and Latina/o adolescent ethnic identity exploration and affirmation. This study consisted of 15 Latina/ o students, ages 13-18, enrolled in an after-school program. Ethnic identity was analyzed using the Multigroup Ethnic Identity Measure (MEIM). Students reflected on their art projects and other members' art projects, which were based on topics ofLatina/o ethnicity and culture. Findings correlate to previous studies which show how cultural art activities can help strengthen Latinalo adolescent identity. Data from this study showed significance increases in ethnic identity exploration and affirmation, respectively. Although the current results are informative, they are also preliminary. More research is needed to fully understand how culturally-relevant art groups can help Latina/o adolescents gain a stronger ethnic and overall identity.

Based on indicators of educational achievement in the United States, Latinos have lagged behind most other demographic groups. This study explored Latino students’ social identity through a qualitative research design that privileged student voice as a vehicle to addressing educational disparities. The research design employed a phenomenological approach within the framework of practitioner research to explore students’ constructions of identity in reference to school in one suburban community. Research has shown that students’ experiences and sense of social identity can have significant impacts on academic performance (Aronson & Good, 2002; Moya, 2002; 2009; Steele & Aronson, 1995; Steele, Spencer, & Aronson, 2002). As a Latino school district leader who desires to improve practice by better understanding Latino students in a suburban school setting in which they have a minority presence, in this study I created a forum where students could speak to their experiences and reality in that setting. This study’s conceptual framework was grounded in the following areas of scholarship: social identity theory, critical race theory, and the concepts of student voice. Data collection included interviews, focus groups, and identity mapping with 15 high school participants. The study resulted in four main findings: Latino students feel stigmatized and isolated; they perceived and replicated racial microaggressions; there are elements of school they appreciate; and institutional practices create and support bias. This study is only a start to a fuller review and exploration of these themes at the school level. For such conversations to be productive, students’ voices must be included.

Between the months of October, 2013 and July, 2014, United States Customs Border protection reported that an estimated 63,000 unaccompanied minors crossed the United States. border, 75% of which came from Central America, specifically Honduras, El Salvador, and Guatemala (Renwick, 2014). These Central American youth are being pushed out of their home countries due to high levels of violence and poverty that has been caused by gangs and suffering economies. At the same time, they are being pulled into the U.S. to reunite with family, especially parents, many of who migrated to the U.S. during times of war in their home countries. Upon their arrival to this country, these youth are enrolling in U.S. schools, the institution with the highest amount of interaction with these youth as they begin their newcomer journey.

This qualitative case study focuses on the schooling experiences of immigrant, newcomer youth from Central America in a single high school in a large urban district in Southern California. Conducted through the lenses of Critical Race Theory, Latina/o Critical Theory, and racist nativism, the study asks (1) How does racist nativism mediate the schooling experiences of Central American students at an urban high school in Southern California? (a) How do they negotiate/navigate being students despite the challenges that they may face?; and (2) What does success mean to these youth? (a) How do they become successful on their own terms, and how are they working to get to that? Participants consisted of first-year newcomer youth from El Salvador, Honduras, and Guatemala.

This qualitative testimonio study centered the voices of two Chicana graduate students and two doctoral students of an Educational Leadership and Policy Studies Program to examine how they interpret the positioning of their intersectionality as well as how these interpretations influenced their college trajectories and conceptualization of educational leadership. Chicana Feminist Epistemology grounded the investigation to claim research as a site of equality where collaborators participated fully in data collection and data analysis. Methods of plática and reflexión were employed to engage collaborators in a critical reflection of their lived experiences relevant to their intersectionality with the aim of translating these reflections into individual testimonios. Specifically, a Mestiza Methodology Framework was introduced as a model in which collaborators integrated data collection and data analysis to yield a synthesis, analysis, and interpretation of their testimonios presented in the format of a collective testimonio.

Findings demonstrated by interrogating the imposition of dualities that split the intersections of their identity, collaborators located Nepantla, the space between these dualities to excavate knowledge from El Cenote, the intersection of dualities. From El Cenote findings revealed the family as an intersection of identity with the largest influence on initial educational trajectories defined at the undergraduate level. In addition, overall educational experiences fragmented Chicana intersectionality operating to threaten their academic survival. Lastly, the search for the healing and reconciliation of a fragmented identity reset educational trajectories towards advanced degrees in Educational Leadership framed by a praxis of social justice.

Education attainment rates for Latina/os in the United States have significant discrepancies including a 44% high school graduation rate and students of Latina/o descent comprise two-thirds of the overall undocumented high school graduate composition (Perez, 2009; Yosso, 2006). Undocumented Latina/os seeking to matriculate into higher education also face racism, nativism, and substantial institutional barriers. Contending with these challenges, thousands of undocumented Latina/o high school graduates attempt to achieve a higher education annually as they also experience precarious legal situations.

The purpose of this qualitative interview study was to explore the educational and civic experiences of individuals who self-identify as Latina/o and have Deferred Action for Childhood Arrivals (DACA). Interview data was used to develop counterstories that demonstrate how these individuals are navigating their non-majoritarian lives. The study highlights where DACAmented Latina/os find barriers in education and how they utilize civic engagement and social wealth found in the larger undocumented community to develop themselves personally and professionally as they anxiously await comprehensive immigration reform.

Leadership is a common and often generalized phenomenon. Traditionally, leadership denotes an individual, yet leadership is rarely the work of one. This study looked outside of Western ideologies to further examine leadership. The Zapatistas are a people in charge of autonomous territories in Chiapas, Mexico. This study focused on identifying how rotation in leadership among other Zapatista principles and practices can be implemented into secondary schools for more efficient and sustainable leadership. Through a constructivist grounded theory approach, the researcher interviewed two sets of participants Zapatista delegation and encuentro participants along with administrators to develop a Rotating Leadership Model for American high schools.

The purpose of this study was to investigate which of the 7 motivational factors measured in the Student Motivations for Attending University-Revised (SMAU) survey developed by Phinney, Dennis, and Osorio (2006)—career/personal, humanitarian, prove worth, default, expectation, encouragement, and help family—if any, contribute to African-American male and Latino male community college completion/graduation at a 2-year community college in Southern California and transfer to 4-year universities. This study employed a survey design and the target population included MOC that were enrolled in a community college in Southern California. This study used a quantitative, correlational method to measure men of color (MOC) students’ perceptions of persistence, academic success, and motivational factors related to enrollment and persistence at a community college in Southern California. The participants were selected through non-probability sampling in a non-controlled setting utilizing the target population from a community college in the South Bay area of Southern California. The population of African-American and Latino males is steadily rising, thus increasing the prevalence of these 2 ethnic groups at 2-year community colleges. An extensive literature review demonstrated that both male African- American and Latino community college students are the most prominent groups by ethnicity and gender, yet both groups are the least likely to graduate and transfer to 4-year universities. After reviewing the literature regarding MOC in postsecondary education and considering the findings from this study, the foremost leading motivational factor for male African-American and Latino community college students to enroll and persist in college is their desire and priority to help improve the condition of their family’s financial status. The second highest rated motivational factor for MOC to enroll and persist in community college is based on their career/personal goals and pursuits. The least motivational factor promoting academic success for these 2 male racial/ethnic groups included feeling pressured by friends and feelings that they had no other alternatives.

Abstract The introduction of commercialized disposable pads and tampons during the twentieth century changed the experience of the menstrual body in many (but not all) countries of the world. From a Latin-American perspective, this new way to menstruate was also understood to be a sign of modernization. In this chapter, Tarzibachi describes and analyzes how the dissemination and proliferation of disposable pads and tampons have unfolded first in the United States and later in Latin America, with a particular focus on Argentina. She pays particular attention to how the Femcare industry shaped the meanings of the menstrual body through discourses circulated in advertisements and educational materials. Tarzibachi explores how the contemporary meanings of menstruation are contested globally, as the traditional Femcare industry shifts its rhetoric in response to challenges from new menstrual management technologies, new forms of menstrual activism, and the increasing visibility of menstruation in mainstream culture.

The use of Information and Communication Technologies (ICT) in educational contexts has focused its greatest efforts on the acquisition and use of technology. This makes necessary a conceptual and methodological redesign of its use, one that integrates all the members of the organization and generate permanent changes in the culture of the organization (Salinas, 2005). The management of educational institutions is crucial to normalize experiences and provide references that can be integrated into environmental conditions. Despite this, educational management has been relegated to the studies of innovation in education supported by technology, with little systematized information in this regard (Sunkel, Trucco, & Espejo, 2013). The present work uses bibliographic techniques to analyze the trends that have been followed in Latin America in terms of educational management for the adoption of ICT. The influence of public policy on the promotion of these programs is observed, as well as the need for a theoretical methodological support for the development of an integral management model, in which the technology component does not constitute a parallel item.

This paper summarizes recent evidence on the effects of migration on a variety of outcomes including labor markets, education, health, crime and prejudice, international trade, assimilation, family separation, diaspora networks, and return migration. Given the lack of studies looking at migration flows between developing countries, this paper contributes to fill a gap in the literature by providing evidence of the impact of South - South migration in general and for the Latin American countries in particular. The evidence highlighted in this summary provides useful insights for designing policies to leverage the developmental outcomes of migration while limiting its potential negative effects.