An R&D Approach to the Educational Challenges of the Growing Latino Population in the United States’ “New South”

The authors here outline three evidence-driven school-based initiatives of the Center for Latino Achievement and Success in Education at the University of Georgia: an afterschool program, culturally-responsive pedagogy training, and a longitudinal study of Latino students. All these initiatives focus on improving educational outcomes for Latino students throughout the state.

College Student Mentors and Latino Youth: A Qualitative Study of the Mentoring Relationship

This phenomenological study describes the meaning of mentoring relationships from the perspectives of six purposefully selected mentors involved in the Latino Achievement Mentoring Program (LAMP), and investigates underlying themes regarding the mentors’ relationships. Clusters of themes pertaining to the mentors’ relationship with the mentee, the relationship of the mentor with the mentee’s family, and the mentors’ personal and professional development contributed to the meaning of the mentoring relationship for LAMP mentors. Mentors highlighted challenges that characterized the mentoring relationships at various points in time: However, relations hip strengths outweighed potential obstacles. Findings are useful for programs that target Latino youth, and have implications for the recruitment and retention of mentors. Findings bring to light the need for future rese arch that considers the quality of the mentoring relationship and its influence on outcomes for mentoring participants.

Spanish-for-native-speaker Matters: Narrowing the Latino Achievement Gap through Spanish Language Instruction

This paper argues that Spanish-for-native-speakers (SNS) instruction at the secondary level can play a key role in narrowing the Latino achievement gap. To this end, SNS curricula and practices should be configured to: 1) support Spanish-English biliteracy, 2) support and facilitate learning across the curriculum, 3) socialize Latino students and parents to the American system of education, and 4) marshal the resources of students’ home cultures to advance the educational and social needs of Latino youth. In addition, this paper argues that SNS teachers should become stewards for Latino educational progress within their schools. In this capacity, they must seek out collaborations with their colleagues in other disciplines, particularly ESL teachers, as well as key members of the administration, to bring about a supportive and caring school environment for Latino students and their parents.