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Associate Professor Allison Skerrett

Curriculum and Instruction Associate Professor Allison Skerrett was recently appointed to Scotland’s International Council of Education Advisers by the First Minister of Scotland, Nicola Sturgeon. The council includes 10 scholars from the United States, Canada, Finland, Norway, Sweden, Malaysia, Singapore, and the UK. On August 31, Skerrett traveled to Scotland to participate in the council’s first set of meetings, which was held in Edinburgh.

The council is meant to play a key role in advising the First Minister and Deputy First Minister, John Swinney, on improvements to the education system in Scotland. A priority is addressing the equity gap between students of different social backgrounds.

The group’s meetings with the First Minister and Deputy First Minister, and their visits to schools, garnered a great deal of media attention, including articles in the BBC and the Scotsman.

To read more about the trip, visit the College of Education homepage and UT News.

Dr. Skerrett is an associate professor in the Language and Literacy Studies program area and an affiliate faculty member in the Cultural Studies in Education program area. Her teaching and research interests include secondary English education, adolescent literacy and sociocultural influences on teaching and learning.

Photo by Christina S. Murrey

Petrosino Receives NSF Award to Increase Student Pursuit of STEM Careers

This fall, Associate Professor Anthony Petrosino was awarded a $457,755 grant from the National Science Foundation for research that will help educators increase students’ motivation and capacity to pursue science, technology, engineering and math (STEM) careers.

The project, which focuses on collaborative, interactive, cloud-based instruction and learning, will demonstrate how network-supported, group-based learning grounded in the principles of Generative Design can improve learning outcomes for all learners, across racial and ethnic backgrounds.

Petrosino is co-principal investigator on the project along with Professor Walter Stroup of the University of Massachusetts-Dartmouth.

Meadows Center Awarded $1.5 Million for Project CONNECT-IT

The Meadows Center has received a $1.5 million federal grant to design a technology-based inference-making intervention for middle school students who have difficulties with reading comprehension. Associate Dean for Research and Graduate Studies Marcia Barnes will serve as principal investigator of the project, with Associate Professor Nathan Clemens and Meadows Center Executive Director Sharon Vaughn as the co-principal investigators, Meadows Center Associate Director Greg Roberts as the methodologist.

The three-year project—Project Connect-IT (Connecting Text by Inference and Technology: Development of a Text-Integration Intervention for Middle School Students with Comprehension Difficulties)—will develop and test the promise of a technology-based intervention designed to provide instruction and practice in the making of inferences that are necessary for understanding both narrative and informational texts.

Schudde Named 2016 Greater Texas Foundation Fellow

Educational Administration Assistant Professor Lauren Schudde was recently awarded a fellowship with the Greater Texas Foundation. The three-year program builds research and teaching capacity of tenure-track faculty at Texas colleges working in areas related to student success. The award will help Schudde study the implications of existing transfer policies for public colleges and universities in Texas. She will receive up to $30,000 per year for three years to support the research (Download Adobe Reader).

Pasch Receives Early Career Award

Kinesiology, Health and Education Associate Professor Keryn Pasch received the ECPN John B. Reid Early Career Award this summer. The award is presented to an individual early in their career in prevention. The award is given to a scholar who has shown a commitment to prevention science through outstanding contributions to research, policy, or practice. The award cited Pasch as “a productive scholar with over 50 peer-reviewed publications since she graduated.

See .EDU magazine story, Food and Drink Advertising Affects Kids’ Health, to read more about Pasch’s work.

Educational Psychology Alumna Featured as a Rising Star

Monitor on Psychology featured Educational Psychology alumna Tamara DeHay, Ph.D., as one of its ‘Rising Stars’ in its magazine this fall. DeHay and her company partner, Sarah Ross Ph.D., helped more than 70 psychology internship training sites across the country earn APA accreditation through their company, Clover Educational Consulting Group.

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Classrooms at Houston Elementary in the Austin Independent School District (AISD) were brimming with eager third graders who were excited to read, write, and report about all things related to water. “The Austin area experienced major flooding over the Memorial Day holiday,” says The University of Texas at Austin College of Education Associate Professor Melissa Wetzel, who helps lead the Master Reading Teacher Institute with Professor Jim Hoffman. “The flood was a topic of interest and immediacy for the kids. They developed their own questions related to water and used a variety of materials—websites, books, videos, and maps—to find their own answers to the questions they formulated.”

The water-themed inquiry approach to teaching reading and writing is part of the Master Reading Teacher (MRT) program offered in cooperation with the Texas Reading Initiative. It prepares K-12 teachers to earn a Master Reading Teacher certificate. Teachers apply in spring, take courses taught by faculty, and engage in an onsite practicum at a local elementary school. The program’s goal is to improve the quality of reading instruction in the state of Texas.

The program benefits not just K-12 students. Program educators at various levels within the College of Education benefit, too. Doctoral students gain valuable experience teaching education theory to K-12 educators, and both groups evaluate the efficacy of knowledge learned in a real-time environment. For example, as the K-12 teachers learn reading methods and assessment, instructional planning, and goal setting, they put each into practice in an actual classroom with elementary school students.

Their efforts culminated in a first-ever exhibit exploration. The third-grade investigators presented what they’d learned via displays and demonstrations that covered topics such as water contamination, the effect of floods on people, tsunamis, and waterfalls.

Curriculum and Instruction graduate student Natalie Svrcek earned the MRT certificate eight years ago. As a graduate student now instructing teachers earning the credential, she is able to focus on observing teachers’ interaction with their students. “It’s a different experience than teaching just adults, and it’s different than teaching kids,” she says. “I am seeing the actual interaction happen, which is something you can’t get from a textbook. I name what I see and witness the teachers changing their plan of action based on my observations.”

It’s this experience that makes the MRT learning environment so rich. Says master’s student Jennifer McMillin, “It’s hard to wrap your head around some of the concepts of teaching reading and writing if you don’t see it in practice. In a program like this, we all get hands-on experience.”

Nicole Bueno, a first-grade teacher at AISD’s Cook Elementary, said the program gave her time to “reflect on my teaching and consider why I teach the different components I do. As a classroom teacher I am the bridge between theory and practice, and this program allowed me to model something I’d learned with students every day.”

Bueno added that she’d very likely use and modify the inquiry process for her classroom in the fall. The inquiry-based model was also a hit with third graders. Elementary student Abel, who chose to focus on marine biology, says, “This is different than how school normally is, because I’m the one who gets to give the problem and ask the questions.”

For more information, contact Professor Jim Hoffman at the Master Reading Teacher Institute.

-Photos by Christina S. Murrey

Superintendent Paul Cruz

Superintendent Cruz speaking at the convocation for incoming graduate students in Educational Administration.

When Paul Cruz was growing up, the South Texas native was encouraged by his family to pursue higher education and strongly encouraged by his father to attend The University of Texas at Austin. “My dad wanted to attend UT, but he never did, so he really wanted his children to fulfill that dream.” Despite an initial preference for Texas A&M, Cruz acquiesced to his father’s wishes and became a Longhorn, enrolling as an education major with a specialization in English.

“What sparked my desire to teach was my love of literature and enjoyment of literature classes. I particularly enjoy Emily Dickinson and have always liked talking to others about her work,” he says. “As an undergraduate I took courses in literacy and reading, which I later used as a classroom teacher. I also had a chance to study science methods and instruction from Dr. James Barufaldi. Through him, I learned how to engage students in their own learning.”

“To this day, when I observe classroom teaching, I am often looking for the level of engagement of students,” Cruz remarks of his visits to classes within the Austin school district.

Cruz taught for several years, but he always had a goal of earning his Ph.D. before the age of 30. He returned to UT and at 29, earned a doctorate from the College of Education. “I decided to pursue the Ph.D. in educational leadership, specifically focused on urban school superintendency. Also, working at the Texas Education Agency gave me a statewide perspective and understanding of urban school environments,” he explains.

While in the program, he became a fellow in the Cooperative Superintendency Program, which prepares future urban school superintendents. “I learned organizational theory, political environments of school systems—and the importance of establishing a strong network,” Cruz says. “I was taught about the importance of developing positive relationships with leaders throughout the country and state, in part from the example of [College of Education] Dean Manuel Justiz, who is an amazing leader. He really understands the value of relationships and partnerships.”

Superintendent Paul Cruz

Superintendent Cruz shares insights on key attributes of leadership at Education Administration convocation.

According to Cruz, developing positive strategic relationships is essential to addressing the challenges urban school districts face. “Urban schools today have to be nimble and responsive to meet the education needs of current students, especially in the face of ever-changing demographics. It’s important to establish relationships with different organizations within communities, from governmental entities to area nonprofits.” He says that developing these partnerships and collaborating with organizations like Boys and Girls Clubs and Communities in Schools can help school districts provide supports for students and their families.

A network of supports for students and their families is also important for urban school districts because many districts struggle with a lack of resources. “Our district [AISD] is property wealthy, and we have a recapture system, which translates into sending local dollars to the state. That adds complexity to how we meet the needs of our students,” says Cruz. But he adds, “It’s fun to collaborate with organizations to problem-solve better solutions to our complex problems.”

“There’s so much human potential in our students,” he says. “We all want them to learn more, experience more. We have high expectations of them and want to facilitate their learning without placing any cap on it.”

The superintendent also leads by example as a lifelong learner. Even after 29 years as a teacher and leader in education, his own love of literature, for example, remains unabated. “I have apps on my phone and keep a book open all the time. My current one is a collection of Emily Dickinson. I still really love her poetry, and it’s easy to fit a quick read in between meetings and other activities.”

-Photos by Christina S. Murrey

A University of Texas College of Education Ph.D. student reflects on summer internship at the U.S. Department of Education

Anthony LeClair

Photo by Christina S. Murrey

Educational Policy and Planning doctoral student Anthony Vincent LeClair spent part of this past summer in Washington, D.C. as an Archer Scholar. He describes the career-making experience as invaluable. Here are his reflections of his work.

I spent this past summer in the Office of Planning, Evaluation, and Policy Development (OPEPD) at the U.S. Department of Education. There, I became part of the research staff providing technical expertise and policy recommendations to presidential appointees, including the Secretary of Education. This office relies heavily on the rigorous academic research being conducted in our institutions of higher education and our not-for-profit policy and research centers. Research is employed daily to craft policy recommendations, respond to criticism, and to address the issues under the department’s authority.

The office moves quickly and everyone puts in 10 hours daily. A “high-boil ask” may need to be turned around in less than an hour. This includes vetting the Secretary or an Undersecretary’s speeches for factual accuracy, running quick data analyses, and providing technical assistance on the scope and practicality of new research findings. A “low-boil ask,” like drafting research background and justification for a large-scale department study to be vetted by The Office of Management and Budget (OMB), will need to be on your director’s desk in 10 days. This process, often contracted out, includes discussing pertinent issues with a purposive sample of schools and organizations, crafting survey instruments, calculating the full cost to all parties, and creating a compelling written case for its necessity. All projects occur simultaneously, and staff is held to the highest of standards. It can be chaotic, but there is nothing like knowing you are essential to the department’s short-term and long-term work.

Beyond the everyday quick-turnaround work, I carried two long-term projects this summer. The first required a fair amount of discretion, as it applied the department’s long-term understanding and future plans for school-level racial and economic integration. I was incredibly privileged to take lead on the presentation of research regarding integration and segregation in the United States. I provided a comprehensive look at the state of the field. The most consistent finding in relation to school racial composition shows black students are disproportionately negatively impacted by remaining in segregated schools. Widely circulated, this review will be an important document for the department moving forward.

Secretary of Education Arne Duncan with Anthony LeClair

Secretary of Education Arne Duncan with Anthony LeClair

The second project, which will have a greater national impact on the research community, pertained to statutory and regulatory guidance for states reporting their “economically disadvantaged” student statistics. While most states, including Texas, use the highly convenient, though poor, proxy of Free and Reduced Price Lunch to determine disadvantage, the new Community Eligibility Provision has rendered this proxy effectively unreliable. States are currently grappling with this problem and are either looking for guidance from the department, or moving forward with direct certification of students whose families are enrolled in joint federal-state entitlement programs (SNAP, TANF, FDPIR). This second option, if used exclusively, will render all students who are legally ineligible for federal and state assistance (including children of undocumented immigrants and any child living in a residence where a convicted state drug felon resides) to be designated “economically advantaged.”

This change will have significant consequences for our students, as well as our states. Our working team’s recommendation addressed this very significant issue. The Department of Education is currently working with the U.S. Department of Agriculture to draft regulations addressing which students shall not be left out of this calculation, while our staff is pushing statutory tweaks as the House and Senate confer on ECAA.

This internship was the most substantive and rewarding experience of my career. In the months that followed, I was heavily recruited by a handful of other offices and another agency. Each person I spoke with strongly encouraged me to apply for the Presidential Management Fellow program, which is the quickest path to being hired by a federal agency. I met, had intense and substantive conversations, and became friends with major allies of public education in D.C.

This experience allowed me to start my career in the most meaningful manner possible.

Former high school math teacher and current College of Education learning technologies Ph.D. student Anita Harvin reflects on how even underrepresented students who are highly proficient at math and science can still miss out on opportunities in STEM.

As an African-American female growing up in a small city in North Carolina, I was not surrounded by technology like the youth of today. Sure, I did have a Commodore 64 that I used for game playing, but that was the extent of my technology access. I took upper-level and AP math and science classes throughout K-12. I was even in Math Counts, a math club for junior high school students. However, looking back as an adult, I wonder why, despite my aptitude, I did not have access to mentors or opportunities in the science, technology, engineering or mathematics (STEM) field.

As I observe and research initiatives geared to provide digital equity and digital literacy to youth from groups traditionally underrepresented in STEM, I wonder what it would have been like if I had exposure to STEM through some of these initiatives. What if 10-year-old me had participated in a computer programming class that used Scratch? Or what if I had access to videos and online discussion forums where I could learn from other like-minded individuals who owned Commodore 64 computers?

My current research interests are shaped by those “what if” questions.

As a student in the learning technologies program, I have researched and discussed the impact of using technology in educational settings. I was drawn to this program because of my desire to use technology to engage students in learning. While taking courses outside of the learning technologies program, I made interdisciplinary connections that have also helped to shape my research interests.

As an African-American and a female, I am always interested in seeing myself reflected in the research. Courses such as Sociocultural Foundations and Introduction to Qualitative Research have enlightened me on how to add the voice of the “other” to the discourse around technology in education. My current research path here at UT studies issues of digital equity and documenting digital learning experiences of youth from groups traditionally underrepresented in STEM, such as females and African Americans. I am interested in understanding what types of digital learning experiences youth from underrepresented groups have in and out of school.

If youth are not able to construct the meaning and purpose of technology through their own experiences, then there will continue to be a disconnect about the affordances of technology. School is an important aspect of youths’ experiences, as they spend up to 8 hours a day, 5 days a week in school. Schools tend to use technology in structured ways influenced by the curriculum and preconceptions about what is appropriate technology use.

It is especially important that youth from groups underrepresented in STEM can envision themselves being successful in STEM activities.

Anita Harvin is a Ph.D. student in the Curriculum and Instruction Department of the College of Education. She currently works as an assessment specialist at an educational publishing company.

-Photo by Christina S. Murrey

Two UT College of Education professors offer research-based tips.

African Americans, Latinos, and women of all ethnicities are underrepresented in science, technology, engineering, and math (STEM) careers. That’s why educators and families want to increase these students’ engagement with technology at earlier ages. When students see themselves as great at math or a whiz at computer science when they’re young, they are more likely to study engineering or computer programming later.

But what will engage them and be helpful to them in school?

Research findings by the College of Education’s Professor Min Liu and Associate Professor Joan Hughes provide insights that may surprise you.

Aliens to the Rescue

Min LiuLiu’s research, “Designing Science Learning with Game-Based Approaches,” explores digital games as a tool for learning. Liu and a team of researchers and students launched Alien Rescue, a science-education game geared toward sixth-graders.

Their subsequent research examined these students’ science learning and motivation, and the relationship between the two. Their findings showed that all of the students improved their science knowledge after playing Alien Rescue, determined by comparing their pre-game test scores with post-game scores; but girls outperformed boys every time, scoring 2-3 points higher on their post-game tests.

The study also noted that girls made fewer negative comments about the game than boys and that the game’s theme of saving aliens resonated with girls more than boys.

Key Recommendations for Educators

  • Incorporate multimedia technology into the curriculum—audio, video, graphics, animation—for middle-schoolers because it provides an engaging, multi-sensory way to learn science.
  • Engage girls in particular; honor their mission-driven social interests. (See Jill Marshall’s One Big Question interview for more.)

Educators Should Look for Differences in Student Access to Technology at Home and School

Joan HughesSocial media, blogs, wikis, and video creation—these are among the activities that make up Web 2.0. Associate Professor Hughes wanted to investigate the variation in ways students access these tools at school and at home.

Her recently published paper, “Predicting Middle School Students’ Use of Web 2.0 Technologies Out of School Using Home and School Technological Variables,” explores whether students’ use of technology in class could predict their use outside school.

It turns out that student’s ethnicity, access to technologies they may—or may not—have at home, how they use technology in school, and the school a child attends, can indeed predict their use of Web 2.0 applications out of school. Hughes’ research highlighted the growing body of knowledge reflecting school inequality.

It’s important for educators to understand what children do with technology when they aren’t in the classroom and how those experiences vary. It allows them to be responsive to their students’ needs, previous knowledge, and experiences. That knowledge can help them close gaps and increase students’ motivation.

For example, in general, students’ Internet-based Web 2.0 technology activities are higher outside of school. When broken down by ethnicity, though, Hispanic students are at the biggest disadvantage, showing statistically lower participation in Web 2.0 activities out of school.

That participation gap means these students are missing opportunities to gain skills society increasingly demands.

Says Hughes, “Our research showed that ethnicity-based technology participation gaps existed in and out of school. Schools are not equal, and that has ramifications for what kids get from them.”

Key Recommendations for Educators

  • Teachers often go into the classroom unprepared to think about how to use technology. They need assistance learning how to integrate technology into the class through teacher education or professional development.
  • Teachers should consider surveying their students at the beginning of the school year to assess how they use technology outside of school and use that knowledge to give them a chance to broaden and deepen their participatory Web 2.0 skills in the classroom.

“If the world is demanding these skills and we want to create a world where all kids have these opportunities,” says Hughes, “then we have to do better.”

High school teachers and students are learning to program side by side, thanks to a collaboration between the Center for STEM Education and STEMed Labs.

Suzette, a Manor New Technology High School freshman, hunches over her tiny breadboard, which is a base for prototyping electronics, and an LED strip. Both are connected to a keyboard, mouse, and monitor. She’s engrossed in her efforts to program circuits and control the small LED.

“If you program the LED to blink 60 times in the span of a minute, the blinks will be too quick for the eye to register,” says the STEMed Lab instructor. “Instead of appearing as a blinking light,” he explains, “it will simply appear dim.”

A student works on a circuit board while another looks on.The students take in this information and continue their work.

The 20 or so high schoolers in the STEMed Labs Pi Bytes class have invested four consecutive Saturday afternoons this semester to learn how to program on the Raspberry Pi platform from a team of engineers and computer scientists. Says Suzette, “I want to learn new things and see what I’m interested in and if I might want to do this as a career.”

The students come from public and private schools in the Austin and surrounding areas. Joining them in their studies are a handful of teachers from the region, each of them scattered about the room observing, taking notes, and asking questions.

The teachers are participating in the workshop thanks to Dr. Carol Fletcher, deputy director of the UT College of Education’s Center for STEM Education. Last year, Fletcher met Ripal Nathuji, co-founder and president of STEMed Labs, the nonprofit that created Pi Bytes. When she heard about the classes, she immediately recognized an ideal professional development opportunity for teachers who were interested in furthering their computer science teaching skills.

According to Fletcher, although teachers who participate in the STEM center’s TeachCS “boot camp” receive computer science training that helps them successfully earn certification in the area, “it is unusual for the teachers to have the chance to work directly with students during their training. Also, the investment we make in a student camp pays out exponentially when you include teachers who can scale up the number of students who can be reached far beyond the camp experience.”

One student helps another at a computerSays Nathuji, “This collaboration is a perfect intersection for creating opportunities for teachers and for our small organization to spread the knowledge and implementation of our program throughout schools.”

James Casselman graduated from the UTeach Natural Sciences program seven years ago after deciding to make a career change from hardware sales and marketing to something he found more meaningful. He now teaches life sciences at Taylor High School, about 35 miles northeast of Austin. “I teach anatomy and physiology and aquatic science, but I try to roll in raw html and Code.org’s one hour of code a week into my classes as well,” he says. Casselman participated in the workshop because he “wanted to learn how to do more. I want to teach my students not to just be consumers of technology, but creators. This is the industry.”

Similarly, Margarita Flores-Sicich, engineering teacher at St. Dominic Savio Catholic High School in Round Rock, wanted to learn more for the benefit of her students. “I’m familiar with some of this because I teach engineering,” she says, “but I’ll have to incorporate Raspberry Pi into my curriculum in two months. It’s really cool to have the chance to see how these experts teach it and to see the problems the students encounter. It will help me be more prepared.”

Flores-Sicich, who was a first-generation college student and worked as a chemical engineer before becoming a teacher, added that she has a passion for science and engineering that she wants to pass on to her students. “I loved science as a young student, but engineering wasn’t even a word that I’d been exposed to. Somehow I discovered the word that led to my career, and now I get to expose my students to this subject.” She says that her school currently offers two years of computer science classes and is aiming for four.

Says Fletcher, “The Center for STEM Education seeks to be the leader for computer science education in Texas and in the nation. Our partnership with STEMed Labs is one way that we provide relevant, real-time education for computer science teachers in Texas.”

To learn more about The Center for STEM Education, visit the center’s website.

-Slideshow by Christina S. Murrey

Keffrelyn and Anthony Brown

Two UT College of Education professors highlight three black education leaders’ ideas, providing a counternarrative to today’s challenges

Black Intellectual Thought in Education: The Missing Traditions of Anna Julia Cooper, Carter G. Woodson, and Alain LeRoy Locke was recently published by associate professors Keffrelyn Brown and Anthony Brown. The following is a Q&A with the authors.

Can you provide a brief overview of Anna Julia Cooper, Carter G. Woodson, and Alain Leroy Locke and the importance of their ideas?

During the early 20th century, science, theology, social science, and popular discourse regularly portrayed African Americans in dehumanizing ways. Each of the authors had a profound belief in affirming the humanity of Black Americans. Given the time-period, this was no small task.

  • Anna Julia Cooper: In seeking to redress the common discourse of this period, Cooper’s ideas focused on the intersection of race and gender in the context of African American women’s lives. She held fast to the promise of American democracy to live up to its highest ideals of being a truly egalitarian society. In her words, “The cause of freedom is not the cause of a race or a sect, a party or a class – it is the cause of humankind, the very birthright of humanity.” And from this standpoint, Cooper maintained that schools and curriculum were vital spaces for African Americans to reach their highest potential.
  • Carter G. Woodson: Woodson’s ideas focused the potential for knowledge to challenge the existing fallacies about Black life. He believed that a rich African American history must circumvent the pervasive effects of what he called “mis-education.” His project was multilayered and involved the reconceptualization of knowledge as a process that occurred in academic settings, K-12 classrooms, and in the life of the masses.
  • Alain Locke: Locke was a philosopher who promoted the idea that African American culture provided key insight about the human experience as valuable as European cultural forms. He also wrote extensively about cultural pluralism, particularly when it came to African Americans’ placement in American society, as well as on race, the arts, and valuation theory.

These three authors wrote during a time in which African Americans were struggling with a new set of social, economic, political, and racial injustices. They each wrote extensively about the contexts that shaped African Americans’ experience in the U.S., while also providing in-depth ideas about education, race, and history—ideas that could have theoretical application to our most pressing social and educational issues of the present.

What counternarrative do these scholars provide to the dominant discourse in education and critical social theory, and why is it necessary?

Cooper, Woodson, and Locke wrote about ideas concerning education, culture, race, and curriculum that predate some of the canonic texts and authors that are often cited in the foundational discourse of education. Their ideas powerfully illustrate the careful and thoughtful intellectual discourse tied to African Americans’ experiences.

This counternarrative is important because it challenges the veneration of an exclusive, selective tradition of critical social thought. This canon of scholarship is legitimized by and grounded in a Western, White-dominant worldview. The intent of this book, however, is not to replace one canon with another, but to show the diverse contexts from which ideas take form.

Black Intellectual Thought in Education has been adopted for use in the Curriculum and Instruction department of The College of Education at UT-Austin.

-Photo by Christina S. Murrey

New book explores what inhibits and promotes Latino male college success

Victor Saenz

Ensuring the Success of Latino Males in Higher Education: A National Imperative, a new book co-edited by Associate Professor and Executive Director of Project MALES Dr. Victor Saenz, shares new research from emerging scholars and seasoned practitioners that shines light on factors that inhibit or promote Latino male student success at four-year institutions, community colleges, and secondary institutions. The book both informs policy and practice across the education continuum and provides a call to action.

The question of why Latino males are losing ground in accessing higher education, relative to their peers, is an important and complex one, and it lies at the heart of the book. There are several broad themes highlighted, along with the four dimensions of policy, theory, research, and practice.

“Our new book comes at a time when national, state, and local conversations are expanding the definition of males of color to include Latino males and other historically marginalized groups of male students,” says Saenz, who teaches in the Department of Educational Administration in the College of Education at The University of Texas at Austin, and who holds a faculty appointment with the UT Center for Mexican American Studies. “The chapters within this book collectively represent a timely and necessary contribution to these emerging conversations.”

Co-edited by Saenz, Dr. Luis Ponjuan and Dr. Julie L. Figueroa with a foreword by Dr. William Serrata, the book is designed as a primer for policy makers at all levels as well as scholars in higher education.

According to the professors, anyone who wants to better understand the various issues related to Latino male higher education access and degree attainment and also wants to work toward addressing a growing gender gap can benefit from the lessons in their book.

Says Saenz, “The book is beneficial to community leaders and activists who want a comprehensive discussion about the challenges Latino male students face in schools and how they can work proactively to overcome those challenges. The shifting demographic reality represented by the growth of the Latina/o community also gives our focus on Latino males a singular urgency.”

Visit Amazon to order a copy of the book, which was published in January by Stylus Publishing.