Advancing Educational Equity for Students of Mexican Descent

Part 1: What do students, parents, teachers, counselors, administrators and community leaders feel is necessary for excellent education for all children in their community? 1. Children and Communities with Promise: A Place-based Approach to an Asset Based Bicultural Continuum Model 2. Promesa Vision, Needs, and Strengths: Voices of Children, Youth, and Parents 3. We Have a Vision of a Healthy College-Going School: Principals, Administrators and Counselors 4. Coalition Building for an Asset-based Bicultural Continuum: Breaking Down Silos in La Zona de Promesa 5. Asset-based Bicultural Continuum Model for Educational Equity of Low-Income and Mexican Descent Students Part 2: How one community engaged with education to create an asset-based bicultural continuum 6. Early Childhood Communities as Bilingual and Bicultural Assets 7. Creating College Going Culture in Middle School Through Youth Participatory Action Research: Unity for Change, Believe in Us! 8. From Community Mapping to Community Action: Youth Participatory Action Research on the Educational Pipeline 9. Social Workers Developing Relationships and Linking Students Families and Teachers to Local Resources 10. Final Reflections: La Zona de Promesa and The ABC Continuum Model

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• Escolas secundárias
• Propósito moral e social da educação
• As escolas primárias e meio
• Ensino medio e superior
• Cultura popular
• História das Américas
• A educação multicultural
• Bilinguismo e multilinguismo
• Pré-primária e jardins de infância
• Sociolinguística

Ecodevelopmental theory;Bronfenbrenner;Participatory Action Research;Community Cultural Wealth;Cultural Wealth;Social Ecology;Biliteracy;After-school Programmes;Access to Healthcare;Ethnic Enclave Communities;Achievement Gap;Latino;K-12;Latina;Early Childhood;Elementary School;Middle School;High School;Transition to College;Access to Higher Education;Poverty;Immigration;Hispanic;Educational Attainment;Family Instability;Mobility;Minority Children;Dropout;Structural Limitations;Bicultural Assets;Social Workers;School Counsellors;South Tucson;TUSD;Youth Participatory Action Research;Mexican Descent Students;Ell Student;Ell;Bicultural Stress;ABC Model;Promise Neighborhood;Participatory Action Research Approach;Mexican Descent;Harlem's Children Zone;Social Work Students;School Community Events;Community Asset Mapping;Participatory Action Research Methodologies;Arizona State University's School;YPAR Project;Reggio Approach;Community Mapping Project;Young Man;Youth Participatory Action Research Projects;Mexican American Studies