Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education

This essay proposes an alternative approach to Latino student success through a “border-rooted” paradigm shift in post-secondary education. A “border-rooted” paradigm reflects the local socio-cultural and historical epistemologies that impact post-secondary education, and how space and place impacts educational settings that serve Latino students.

Structuring Failure and Success: Understanding the Variability in Latino School Engagement

Why do some low-income immigrant and native-born Latino students do well in school while others do not? Why are low-income Latino students less successful in school than their White peers? What are the effects of institutional mechanisms on low-income Latino school engagement? For the past two decades, the most persuasive answers to these questions have been advanced by the cultural-ecologists, who suggest that differences in academic achievement by race result from minority groups' perceptions of the limited opportunity structure. However, variations within the Latino student population remain — some Latino students succeed and some fail. In this article, Gilberto Conchas describes the results of a study that examined how school programs construct school failure and success among low-income immigrants and U.S.-born Latino students. The results of Conchas's study show that, from students' perspectives, institutional mechanisms have an impact on Latino school engagement, and he links cultural-ecological explanations and institutional explanations. The findings from this study extend our understanding of the fluidity and nuance of within-group variations in Latino student success in an urban school context. (pp. 475–504)