4.2.4 Examining Underrepresented Cultures and Marginalized Families' Perceptions of Success Across Educational Pipelines in Rural Communities

There are many discussions and reports viewed through the lens of traditional frameworks in sociology of education such as critical theory, standpoint theory, and culturally responsive pedagogy that inform family perceptions. Background considerations include social, emotional, and economic intersections that influence the development of family perceptions of success across educational pipelines. Factors that contribute to the problem of low academic representation of minority populations continue to persist. The factor most often neglected or lacking in many discussions and reports is the inclusion of the family voice on perceptions (values, beliefs, and attitudes) related to student success and gifted identification.

Author(s):

Justine López
justine.lopez@du.edu
University of Denver
United States

Justine López, is a doctoral candidate at the University of Denver and former member of the Right4Rural Research Team/Javits Grant, examining the impact of school/district leaders on the identification of underrepresented gifted students in rural areas. Teaching experience includes affiliate faculty at Regis University’s Dual Language Program; Department of Marketing, The Colorado Women’s College, Multicultural Voices of Discovery at the University of Denver; and Graphic Arts Communications instructor at the Community College of Denver. Her leadership perspectives align with 15+ years as a business owner, educating, leading, building, implementing, and guiding non-profit and for-profit business ventures.

Louise El Yaafouri (Kreuzer)
refugeeclassroom@gmail.com

United States

Louise El Yaafouri is dedicated to ensuring that schools act as mechanisms for promoting healthy integration for all refugee and immigrant new Americans. She works closely with schools to develop asset-based and action-oriented EL programming. Refugee Classroom’s innovative trainings center around diversity and trauma-informed practices that support the socio-academic success of Newcomer ELLs and their families.