Neoliberal influence on Latino male identity: power and resistance in a school-based mentorship program for Latino boys

2020 ◽  
pp. 1-17
Author(s):  
Michael V. Singh
Keyword(s):  
Male Identity ◽  
Mentorship Program ◽  
School Based ◽  
Power And Resistance ◽  
Latino Boys ◽  
Latino Male

Resisting the Neoliberal Role Model: Latino Male Mentors’ Perspectives on the Intersectional Politics of Role Modeling

2020 ◽  
pp. 000283122095486
Author(s):  
Michael V. Singh
Keyword(s):  
Role Models ◽  
Role Model ◽  
Youth Workers ◽  
Positive Role ◽  
Latino Men ◽  
Male Youth ◽  
Mentorship Program ◽  
Latino Boys ◽  
Latino Male ◽  
Politics Of Race

This article reports on research with two Latino male youth workers who express strong criticism of their positioning as “positive” role models for struggling Latino boys in a Latino male mentorship program. Drawing from analytic frameworks attune to the intersectional politics of race and neoliberalism, this article centers the voices of these educators to raise important questions about the neoliberal logics commonly undergirding intervention strategies aimed at boys and young men of color. In particular, these youth workers outline the ways neoliberal notions of respectability and heteropatriarchy become the expected performances for Latino men working with Latino boys. They also describe the ways they resist the positive male role model label to challenge neoliberal definitions of Latino manhood.

scholarly journals Case Studies in Social Death: The Criminalization and Dehumanization of Six Black and Latino Boys

2021 ◽  
Author(s):  
Gabby Medina Falzone
Keyword(s):  
Case Studies ◽  
Justice System ◽  
Interview Study ◽  
Youth Of Color ◽  
Social Suffering ◽  
Social Death ◽  
Latino Boys ◽  
Growing Body ◽  
Latino Male ◽  
Latinx Youth

AbstractTo fully grasp the systems of oppression youth of color must navigate, educators must consider their experiences outside as well as inside the classroom. This paper adds to the small but growing body of literature across fields highlighting how Black and Latinx youth are simultaneously positioned by schools and the justice system as criminals that must be contained and removed from school and society. This paper argues that the concept of social death, which refers to social suffering as a result of criminalization and dehumanization, helps contextualize the process by which carceral oppression manifests in students’ lives. Based on an interview study with thirty adults who were first incarcerated as adolescents, this paper focuses on three Black and three Latino male participants’ experiences with social death in schools and their neighborhoods.

scholarly journals Male position against violence: preliminary reflections.

2010 ◽  
Vol 3 (2) ◽  
pp. 74-85
Author(s):  
Mary Blanca Franco ◽  
Álvaro Diego Cardona Marín ◽  
David Molina Velasquez
Keyword(s):  
Domestic Violence ◽  
Public Institutions ◽  
Primary Sources ◽  
Second Phase ◽  
Male Identity ◽  
Masculine Identity ◽  
Male Population ◽  
Male Perpetrators ◽  
Latino Male ◽  
Family Decisions

This article is the progress of the first phase of research that seeks to identify the male position against domestic violence developed by the Fundación Universitaria Católica del Norte. The results are documentary reports. During the second phase we will do fieldwork with the male perpetrators that are being attended in public institutions related to domestic violence research. The article discusses 2 aspects: the first refers to the masculine identity and the second involves the Latino men’s perspective on violence. While analyzing the primary sources, it is evident that male population has been conceived as a figure of ostentatious power; responsible for making family decisions. Similarly, research conducted with Latino male aggressors, there are some phenomena associated with violence shown in the first review of documents. In short, male Identity is a psychosocial construction that reflects itself on the linkage to familial ties.

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

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