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Espino, Michelle M. – Harvard Educational Review, 2016
In this study, Michelle M. Espino uncovers the ways in which twenty-five Mexican American women PhDs made meaning of conflicting messages about the purpose of higher education as they navigated within and through educational structures and shifting familial expectations. Participants received "consejos", or nurturing advice, from parents…
Descriptors: Mexican Americans, Females, Doctoral Degrees, Social Attitudes
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Keene, Adrienne J. – Harvard Educational Review, 2016
In this article Adrienne J. Keene employs the portraiture methodology to explore the story of College Horizons. She examines this precollege access program for American Indian, Alaska Native, and Native Hawaiian students to understand how a program rooted in Native cultures and identities can not only provide a space to create knowledge…
Descriptors: College Preparation, College Readiness, American Indian Culture, American Indian Students
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Gildin, Marsha; Binder, Rose O.; Chipkin, Irving; Fogelman, Vera; Goldstein, Billie; Lippel, Albert – Harvard Educational Review, 2013
The authors of this article describe themselves as a lucky group of older adults, ranging in age from sixty to ninety-two, who participate in an intergenerational arts program at their local senior center in Flushing, Queens, one of New York City's most culturally diverse communities. In their living history theater program, run by Elders Share…
Descriptors: Art Activities, Older Adults, Theater Arts, Urban Areas
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Almanzar, Victor B. – Harvard Educational Review, 2013
The author, Victor B. Almanzar, reports on his introduction to the arts while growing up in New York as a young teenager. He felt like an outcast from society due to his language barrier and numerous ethnic groups different from his. He became involved with other students who, like himself, were harassed and suffered from bullying due to their…
Descriptors: Art Education, Theater Arts, Outcomes of Education, Student Experience
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Hayhoe, Simon – Harvard Educational Review, 2013
In this study, Simon Hayhoe investigates the experiences of blind museum visitors in the context of the relationships between the artworks they learned about in museums, those they experienced when younger, and the social, cultural, and emotional influences of their museum experiences. The three case studies he presents support his hypothesis…
Descriptors: Art Education, Museums, Nonschool Educational Programs, Blindness
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Kromidas, Maria – Harvard Educational Review, 2011
In this article, Maria Kromidas explores how nine-, ten-, and eleven-year-old children in a diverse neighborhood school in immigrant New York City navigated and often undermined hegemonic notions of difference and belonging offered by mainstream multiculturalism and raciology. Based on ethnographic research and utilizing a fine-grained…
Descriptors: Neighborhood Schools, Race, Ethnography, Ideology
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Kawai, Hana; Taylor, Emily R. – Harvard Educational Review, 2011
In this essay, Hana Kawai and Emily Taylor provide a case study of one teacher's classroom that examines issues of student conflict, gender dynamics, and the importance of reflective discussion to address oppressive social structures. Through reflections and observations that focus on the intersection of gender and race, they urge teachers to…
Descriptors: Conflict, Gender Issues, Elementary School Students, Case Studies
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Fordham, Signithia – Harvard Educational Review, 2010
Signithia Fordham challenges the notion that we are living in a "postracial" society where race is no longer a major social category, as indicated by the rising incidence of interracial relationships and the popularity of biracial identities. On the contrary, she contends, a powerful fusion of historical memory and inclusive kinship…
Descriptors: Racial Bias, Ethnography, Racial Identification, Memory
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Harvard Educational Review, 2010
In January of 2010, "Harvard Educational Review" editor Chantal Francois sat down at a Manhattan diner with three young black women, two of whom were her former students at a New York City high school. Chantal invited the women to come together and share their experiences as freshmen at predominantly white institutions along the East…
Descriptors: Females, Womens Education, Womens Studies, African American Students
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McLaughlin, Jennifer; Kelly, Kim – Harvard Educational Review, 2009
The following essay is a dialogue between two high school English teachers at a small, progressive public school on the Lower East Side of Manhattan. Throughout their dialogue, Jen, whose voice appears in italics, and Kim, whose voice appears in plain text, discuss the factors that motivated their decisions to become teachers, tell of the distinct…
Descriptors: English Teachers, Secondary School Teachers, Interpersonal Communication, Political Attitudes
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Reyes, Luis O. – Harvard Educational Review, 2006
In this article, Luis O. Reyes provides a retrospective of the historic 1974 Aspira Consent Decree between the New York City Board of Education and Aspira of New York, which established bilingual instruction as a legally enforceable federal entitlement for New York City's non-English-speaking Puerto Rican and Latino students. Reyes analyzes the…
Descriptors: Puerto Ricans, Bilingualism, Bilingual Education, Hispanic American Students
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Ancess, Jacqueline; Allen, David – Harvard Educational Review, 2006
In this article, Jacqueline Ancess and David Allen use New York City as a case study to examine the promises and the perils of the small high school reform movement that is sweeping the nation. They analyze the varying extent to which New York City's small high schools have implemented curricular themes in order to promote academic quality and…
Descriptors: High Schools, School Restructuring, Racial Segregation, Small Schools
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Sipe, Peter – Harvard Educational Review, 2004
In this article, Peter Sipe compares his first year as a middle school teacher in Brooklyn, New York, to that of a rookie corrections officer at Sing Sing prison. Sipe explores what he considers to be disturbing similarities in these experiences, namely, a preoccupation with control, immersion in an adversarial social dynamic, and the prevalence…
Descriptors: Middle Schools, Beginning Teachers, Failure, Middle School Teachers