Student Success in School in a Rural Community

STUDENT SUCCESS IN SCHOOL IN A RURAL COMMUNITY: EXAMINING UNDERREPRESENTED CULTURES AND MARGINALIZED FAMILIES’ PERCEPTIONS OF SUCCESS ACROSS EDUCATIONAL PIPELINES ______

A Doctoral Research Project

Presented to

The Faculty of Morgridge College of Education

University of Denver

______

In Partial Fulfillment

of the Requirement for the Degree

Doctor of Education

______

J. Justine López

November 2019

Advisor: Paul Michalec, PhD

Committee Advisors: Norma Hafenstein, PhD Kristina Hesbol, PhD

©Copyright by J. Justine López 2019

Author: J. Justine López Title: STUDENT SUCCESS IN SCHOOL IN A RURAL COMMUNITY: EXAMINING UNDERREPRESENTED CULTURES AND MARGINALIZED FAMILIES’ PERCEPTIONS OF SUCCESS ACROSS EDUCATIONAL PIPELINES Advisor: Paul Michalec, PhD Degree Date: November 2019

Abstract

The purpose of this study was to examine how underrepresented cultures and marginalized families’ in rural communities perceive success across educational pipelines. Although there is an extensive body of literature on educator and/or teacher- centered perspectives of academic success; deeply, held perceptions (values, beliefs, and attitudes) of families are rarely mentioned regarding school success within or across educational and career pipelines. Discussion is 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. Other important background considerations include social, emotional, and economic intersections that influence the development of family perceptions of educational success.

Three 45-minute semi-structured interviews and artifact collection have been conducted with three culturally, and economically diverse families. Data analysis showed the following results from the study: Fixed beliefs, patterns of strengths and/or limitations, and sociocultural barriers combined with a mix of social-emotional skills and traits strongly influenced each family’s perception of school success. Understanding the significance of family milieu as a marker for school success was interpreted and is shared through a synthesis of family voice through portraiture and critical-autoethnographic discussion to inform teacher practice and policy.

ii Acknowledgements

“Tell me…what is it you plan to do with your one wild and precious life?”

--Mary Oliver

In a few words Mary Oliver truly sums up the question of purpose. As my purpose evolves and I continue to ask myself this question, using as little words as possible I would like to express my heartfelt gratitude for the people and experiences in my life. First and foremost, to Monica she has been my rock; my source of balance and counterbalance throughout my moments of self-doubt, revelations, shadowy times, and celebrations—I am forever grateful for her honest sharing and unwavering support.

To my advisor, committee members, community partner, colleagues, and family—thank you for each and every interaction we experienced together, regardless of brevity, depth, context, or length of time, you have influenced and continue to influence my view of the world.

Finally, thank you to the volunteer families for being a part of this project—thank you for your trust, courage, and heartfelt willingness to share your voice–to share your story.

iii Table of Contents List of Tables ...... ix

List of Figures ...... x

Chapter One: Problem Statement ...... 11

Student Success in School: College/Career Readiness and Completion .. 11 Locus of Family Culture: Inside, Outside, or All Around ...... 17 Underrepresented Cultures and Marginalized Populations ...... 18 Shaping an Educational Pathway ...... 26 Generational Influence ...... 39 Educational Pipeline ...... 40 Rural Communities ...... 45 Situational Context...... 46 Community Partner ...... 48 Research Question ...... 51 Interview Question Development ...... 52 Research Methodology ...... 53 Conclusion ...... 54

Chapter Two: Literature Review ...... 55

Framing of Persistent Problem of Practice ...... 55 Definition of Terms...... 56 Traditional Notions of Student Success ...... 64 Family Perceptions of Student Success...... 67 Impact on Rural Communities ...... 72 Family Well-Being and Mediating Influences ...... 76 Values, Beliefs, Attitudes ...... 76 Cultural Wealth Model ...... 79 Psychological Well-Being ...... 80 Educational Access ...... 83 Economic Opportunities ...... 84 Environmental Justice ...... 84 Mediating Influences on Perception ...... 84 Influence of Power and Authority ...... 84 Influence of Structure and Process ...... 93 Gaps in the Literature ...... 98 Conclusion ...... 99

Chapter Three: Methodology ...... 101

Purpose of Study ...... 102 Interview Question Development ...... 103 Rationale of the Study ...... 108 iv Study Setting and Participants ...... 109 Participants ...... 113 Sampling ...... 114 Selection Procedure ...... 115 Inclusion Criteria ...... 116 Data Collection Procedures ...... 120 Recruitment and Interview Protocol ...... 120 Research Timeline ...... 124 Data Collection Design...... 125 Collection Procedures ...... 126 Research Design ...... 126 Phenomenological Process and Analysis ...... 128 Role of the Researcher ...... 129 Intervention ...... 130 Data Analysis ...... 130 Data Analysis Procedures ...... 131 Data Coding and Analysis ...... 132 Categories ...... 135 Codes and Categories ...... 135 Artifact Analysis ...... 137 Procedural Validity and Rigor...... 137 Ethical Considerations ...... 138 Anticipated Limitations ...... 138 Conclusion ...... 139

Chapter Four: Results and Analysis ...... 140

Introduction ...... 140 Context of Study ...... 143 The American Dream a Shared Belief ...... 144 Interviews and Family Observations ...... 145 Family Portrait 1—A White Multi-Racial Perspective ...... 147 First Encounter ...... 149 Prelude ...... 150 Interview ...... 153 I Have ADHD…I Used to be Pretty Smart ...... 154 Living in a Rural Community ...... 156 Bullying and Being Bullied ...... 157 If I Ever Have Kids I Want Them to Graduate ...... 159 Goals: Is There School Support? ...... 161 Knives, Math, Girls, and Big Hearts ...... 163 Relevance and No One Child is the Same as the Other ...... 168 Family Artifact ...... 172 Data Summary: Family 1 ...... 173 Poverty an Underlying Factor ...... 175 v The Search for Goodness ...... 175 Bullying ...... 177 Belonging ...... 178 Education ...... 180 Talents, Skills, and Interests ...... 182 Family Artifact ...... 184 Family Portrait 2—A Latino Perspective ...... 185 First Encounter ...... 185 Prelude ...... 187 Interview ...... 187 We Came Here for a Better Life ...... 188 If My Kids are Doing Well…I Believe They Will Have a Future ...... 189 Good Jobs, Professional Careers ...... 190 My School Offers Encouragement and Support ...... 191 Music, Sports, Language, and Compassion for Others ...... 192 Nothing is Bad, Everything is Good ...... 193 Family Artifact ...... 194 Data Summary: Family 2 ...... 195 Poverty an Underlying Factor ...... 197 The Search for Goodness ...... 197 Talents, Skills, and Interests ...... 198 Family Artifact ...... 201 Family Portrait 3—A West African Newcomer Perspective ...... 201 First Encounter ...... 202 Prelude ...... 202 Interview ...... 206 Every Day is a Challenge ...... 207 Language, Class Placement, and Economic Support ...... 208 The American Dream ...... 212 Technical/Academic Support vs. Social Skills ...... 214 Intuition, Self-Awareness, and Critical Thinking ...... 216 Equality and Respect...... 220 Family Artifact ...... 220 Data Summary: Family 3 ...... 224 Poverty an Underlying Factor ...... 226 The Search for Goodness ...... 227 Belonging and Education ...... 228 Discrimination ...... 228 Talents, Skills, and Interests ...... 230 Family Artifact ...... 231 Intersection of Observations ...... 232 Conceptual Framework ...... 240 Conceptual Model Revised ...... 241 Emergent Themes and Assertions ...... 247 What Does this Mean? ...... 247 vi Conclusion ...... 249

Chapter Five: Intervention and Discussion ...... 254

Introduction ...... 254 Connection to Research Question ...... 255 Interview Question Development & Partnership ...... 262 Lessons: Critical-Autoethnographic Perspective ...... 263 A Practice of Mindfulness ...... 266 Is Success About Learning—or Proving You’re Smart?...... 270 The Importance of Social-Emotional Learning (SEL) ...... 274 Building an SEL Culture ...... 276 SEL Connection with Family Categories ...... 279 Lessons: 8-12-Week Intervention Framework ...... 282 Creating an Inclusive Listening and Learning Community ...... 288 Week 1-Agenda | EXAMPLE Session Outline ...... 292 Week 1-Session 1 | Justification Outline ...... 296 The Impact of Mindfulness and Trauma ...... 303 Reflection and Discussion...... 309 Perceptions of Schooling ...... 315 Merit is Not a Substitute for Social Capital ...... 316 The Privilege of Identity ...... 320 Significance of Bias, Discrimination, and Trauma ...... 321 Recognition of Social-Emotional Characteristics ...... 324 Belonging vs. Fitting-in ...... 326 The Roots: Where It All Begins—Family Beliefs, Values, and Attitudes 330 Silence is Deafening ...... 333 How Deep, is Deep Enough? ...... 335 Limitation of the Study ...... 335 Implications for Practice and Policy ...... 337 Further Research ...... 341 Conclusion ...... 343 References ...... 346

APPENDICES ...... 400 Appendix A: SUPPORT LETTERS ...... 400 School District Support Letter-Morgan County School District Re-3 .... 400 Community Partner Letter of Intent and Agreement ...... 402 Appendix B: Research Question and Sub-Questions ...... 406

Appendix C: Interview Questions and Sub-Questions ...... 407

Appendix D: Formal Invitation to Participate ...... 410

Appendix E: Informational and Recruitment Flyers ...... 413 vii Appendix F: Informed Consent ...... 415

Appendix G: Post Interview and Follow-Up Letter ...... 419

Appendix H: Inclusion Criteria and Parameters ...... 421

Appendix I: Interview Guide and Protocol ...... 422

Appendix J: Research Timeline ...... 427

Appendix K: Data Collection Table ...... 428

Appendix L: Educational Pipeline ...... 429

Appendix M: Volunteer Family Participants ...... 430

Appendix N: Codes and Categories ...... 431

Appendix O: Family 1-White Multi-Racial ...... 436

Appendix P: Family 2-Latino ...... 437

Appendix Q: Family 3-West African Newcomer ...... 438

Appendix R: Cycle of Belief-Adapted ...... 439

Appendix S: Family Categories ...... 440

Appendix T: Categories Collective View ...... 441

Appendix U: Theme Matrix ...... 442

Appendix V: Interview Question Framework ...... 443

Appendix W: SEL Connection with Family Categories ...... 444

Appendix X: Workshop Framework ...... 445

Appendix Y: Traditional Framework Comparison Chart ...... 446

Appendix Z: 8-12 Week Workshop Intervention Series ...... 448

Appendix AA: Session Outline Justification ...... 452

viii List of Tables

Table 1: Interview Question Framework (Conceptual)…………………...... 52 & 103

Table 2: Interview Question Framework (Adapted)……………………………..……..106

Table 3: Student Population at Morgan County School District RE-3…………………111

Table 4: Volunteer Family Participants ………………………………………….…….113

Table 5: Inclusion Criteria and Parameters………………………………………….....117

Table 6: Educational Pipeline……………………………………………….…..120 & 142

Table 7: Research Timeline…………………………………………………………….124

Table 8: Data Collection Table …………………………………………….….…….…126

Table 9: Data Coding and Analysis: Emergent Categories...... ……………136

Table 10: Family 1-White Multi-Racial: Top 3 Categories-Overall Essence...... …174

Table 11: Family 2-Latino: Top 3 Categories-Overall Essence...... ……196

Table 12: Family 3-West African Newcomer: Top 3 Categories-Overall Essence.....…225

Table 13: Family Categories...... ………………...………………………239

Table 14: Categories Collective View...... …………………………...... …………241

Table 15: Theme Matrix...... ………………….…...………248

Table 16: Interview Question Framework...... ……………262

Table 17: SEL Connection with Family Categories...... ……….………………280

Table 18: Traditional Framework Comparison Chart...... ………………286

Table 19: 8-12 Week Workshop Intervention Series...... ……….…………………292

Table 20: Session Outline Justification...... ………………………………298

ix List of Figures

Figures Page

1. Conceptual Framework1: Understanding Family Perceptions of Success...... 14

2. Rumalita Gallagos, Home in Antonito, Colorado..………..………………...…… 19

3. Poverty in Colorado.……………………….…………………………………….. 20

4. Conceptual Framework2: Root Barriers………………………….……………… 24

5. Conceptual Framework3: Psychological Well-Being vs. Ambiguity...…………. 30

6. Mary Ernestines’s Grandchildren.…...……….………………………………….. 31

7. Conceptual Framework4: Characteristis Determinate of Succèss……………….. 34

8. Conceptual Framework5: Beliefs vs. Traditional Schooling…………………….. 36

9. Conceptual Framework6: Family Foundation…………………………………… 39

10. Conceptual Framework7: Psychological Well-Being………………….………… 44

11. Conceptual Framework8: Traditional Educational Pipeline…….……………….. 63

12. Conceptual Framework9: Dividing Line of Values……………………………… 69

13. Conceptual Framework10: Individual Authority vs. Instuitional Access…….….. 79

14. Conceptual Framework11: Internal and External Tension………………………. 92

15. Conceptual Framework12: Establishing Trust-Relationships…………………… 94

16. Conceptual Framework13: What We Already Know……………………………. 98

17. Colorado BOCES and Regional Service Area (RSAs)…………………………... 110

18. Cycle of Belief...... 235

19. Conceptual Model REVISED...... 246

20. Workshop Framework...... 284

x Chapter One: Problem Statement

Student Success in School: College/Career Readiness and Completion

When I completed my master’s degree at the University of Denver (DU) in 2013.

I received a letter of congratulations on my accomplishment as I had joined 7 percent of

Hispanics, nationwide, who earned a master’s degree in higher education. Today in 2018, that number has risen to 11 percent. In like manner, by the time I complete my doctoral program, the number of EdD or PhD degrees awarded to Latinos/Hispanics nationwide is predicted to be approximately 4 percent. Data for African Americans in 2013 compare at

12 percent for master’s degrees and 9 percent for doctoral degrees, while Whites were awarded master’s degrees at a rate of 72 percent and 74 percent for doctoral degrees during 2009-2010 (IES 2012; NSF, 2014; Valliani, 2013; Yosso, 2006). How, where, and why does this low academic representation of minority populations begin?

Student success defined as college readiness and completion continues to be a persistent and critical problem for federal and state governments, businesses, colleges, and universities. They are charged with preparing an educated workforce that is ready to compete in a global and robust economy; the growing Latino/Hispanic population is a trending social and economic challenge for all educators. Educators from kindergarten through twelfth grade (K-12) struggle to identify the factors that influence the educational success of Latino/Hispanics and other minority groups (Shulock 2014; Valliani, 2013;

Yasso, 2006;).

The important question is: How do underrepresented cultures and marginalized families’ in rural communities perceive school success? How do generational patterns of

perception related to success compare to traditional expectations of student success and

what is the impact of these similarities and/or differences along the educational pipeline?

The journey to examine generational patterns of values, beliefs, and attitudes is significant for educators and families of underrepresented cultures and marginalized

populations for the following reasons: 1) the continued trending of low academic success of underrepresented cultures and marginalized populations; 2) social and economic

disparities in rural areas; 3) concerns of social/emotional trauma within diverse

populations; 4) lack of quality educational access, including resources and support

services and; 5) life quality related to a sense of family and community well-being

(Benson, 2012; Cole & Griffin, 1987; McCall, 2005; Misztal, 2011; Rothman, 2017;

Rury, 2005; Steinhauer, 2015; Suzuki & Valencia, 1997).

The research question: “How do underrepresented cultures and marginalized families in rural communities perceive student success across educational pipelines” will be demonstrated through a conceptual framework (Figure 1) using methodology of phenomenology as a guide to understand families’ perceptions of success, the meaning they attribute to success, and the significance to them of sharing their stories (Connelly,

2013; Creswell, 2013, 2014; Creswell & Plano, 2010; Glesne, 1999; Lawrence-Lightfoot,

1997; Schubert, 1980, 1986; Schultz, 2008; Schwab, 1971, 1983, 2013). I will apply

multiple methods of inquiry allowing for the full understanding of the phenomenon

(Schubert, 1980, 1986; Schwab; 1971, 1983, 2013). This conceptual framework is

demonstrated through 1) personal narrative and/or critical autoethnography, in an effort

to foreground the researcher’s subjectivity rather than repress it, that involves self-

12 observation and reflexive investigation (Boylorn & Orbe, 2014) to express intangible and complex experiences, interactions, and feelings to enhance research counter and/or aligned to dominate culture and social discourse and; 2) portraiture, in the effort to

“...capture the richness, complexity, and dimensionality of human experience in social and cultural context, conveying the perspectives of the people who are negotiating those experiences” (Lawrence-Lightfoot & Davis, 1997, p. 3).

Figure 1: Conceptual Framework1: Understanding Family Perceptions of Success

factors before reaching its full development; and even if it reaches its ultimate height,

strength, and stature it is constantly changing with the seasons (external factors) and

reshaping itself to its environment (community) to survive. The research question: “How do underrepresented cultures and marginalized families in rural communities perceive

student success across educational pipelines” begins at the roots of the tree—the family, their voice. The family voice is the focus of this study to understand their perceptions of school success within the context of their cultural notions.

Familial factors of cultural wealth are positioned in the foreground of this study,

while mediating influences such as, educational access, environmental justice, and

economic opportunities are background factors that represent the quality of the soil that

nurtures the tree to its full potential; likewise, the quality of these influential factors often

contribute to a family’s psychological well-being and/or perception of the world.

Searching, discovering, and acquiring generational patterns of perceptions (values,

beliefs, and attitude represented as the truck of the tree) is a socially constructed life-long

process influenced by a variety of internal and external variables—the core health of the

tree trunk often determines its future path.

This conceptual framework (Figure 1) is used as a tool to organize and understand

the complexity of these elements as important background variables.

To allow for the full understanding of the phenomenon I will apply inquiry

methods of critical autoethnography that involves self-observation and reflexive

investigation (Boylorn & Orbe, 2014) and portraiture, in the effort to “...capture the

richness, complexity, and dimensionality of human experience in social and cultural

context, conveying the perspectives of the people who are negotiating those experiences”

(Lawrence-Lightfoot & Davis, 1997, p. 3).

Concepts such as critical theory, standpoint theory, and the educational practice of

culturally responsive pedagogy will also be considered as notions, theories, and

educational practice that shed light on what we already know and use to support

underrepresented cultures and marginalized families. Conceptually, these concepts filter the light (energy) above the tree and provide the fuel for educator and family interaction necessary for the tree to grow; in turn these interactions can dramatically influence and/or inform the overall sense of a family’s well-being at its roots—the self-creation of

meaning through experience (Creswell, 2013; Tharp et al., 2000; Vocate, 1991, 1994).

Depending on the light source, the quality of the soil, and patterns of familial

influences, in the final analysis, these factors are important tools used to understand the

complexity, development, and state of individual and family perception. Every family is

unique and like trees they are shaped and conditioned within different environments

during their early years, yet they continue to develop, reshape, and adjust to the light

source and soil nutrients available as they mature.

I will demonstrate this conceptual framework through critical autoethnography

and portraiture. Foundationally, transcendental phenomenology serves as the appropriate

methodological process for this research; as it proposes to search for an understanding of

the meaning of participants’ experiences within the context of a specific situation, or

timeframe (Creswell, 2013, 2014, 2014; Moustkas, 1994).

Locus of Family Culture: Inside, Outside, or All Around

As the researcher, issues of social/emotional well-being, economic opportunity, social justice, and educational access hold importance. I ponder the influences my family had regarding my educational pathway. Being the first in my family to graduate high school and the only third generation family member to attend and graduate college I often reflect on what generational and mutually defined process of cultural values, beliefs, and attitudes I hold as an adult learner? How and why does my educational path and perception of student success differ from the educational path of my siblings and other family members? Essentially, I am in constant self-examination of my own motivations and belief system.

Lucien Lombardo, Ph.D., Professor of Sociology and Criminal Justice states,

“Childhood is not the shortest age in our life but rather the longest because it stays with us until our death” (Miller, 2001; 2002). Positive and negative perceptions begin within a family context and continue throughout a learner’s lifetime (Vocate, 1994). Many theorists, researchers, and educators accept the constructivist (self-creation of meaning through experience/interaction) view (Creswell, 2013; Tharp et al., 2000; Vocate, 1991,

1994). At the same time, socio-culturalists view early mental development through the learner’s interactions within their cultural surroundings and activities initiated within the social context of relationships. In short, activity is the action of interaction that serves as a catalyst for knowledge (Tharp et al., 2000).

Underrepresented Cultures and Marginalized Populations

Culture as it relates to values, beliefs, and attitudes is framed by Vygotsky (1934,

1987) as thoughts that are completed in the word. That is, thinking in short, “is a culturally mediated social process of communication” (Vocate, 1994, p.78). What verbal and non-verbal communication is shaping perceptions about student success during these critical interactions between families and educators? Moreover, the term and definition of culture (D’Andrade, 1984, 1990) is defined as a theory in that it seeks to “make

substantive propositions about an aspect of the world” (Vocate, 1994, p.78). For this

study, underrepresented groups are described and viewed as cultural-historical

microcosms that are or have been shaped and matured in unique, separate, and/or isolated

environments—the family. This often includes representative artifacts accumulated,

revered, salvaged, and/or redistributed by each social group (Cole, 1987; Vocate, 1994).

Cultural-historical psychologists argue that cross-cultural comparisons could be used to

assess cross-historical variations in the thinking of diverse social groups (Durkheim,

1915; Wertsch, 1991).

Viewed as a cultural-historical microcosm, my family originates from a low socio-economic and historically high-poverty area. The San Luis Valley region in rural southern Colorado is where I met my father’s grandmother for the first time, my great- grandmother, Rumalita Gallagos. She was 97 years old and was sitting up, resting in her bed. She only spoke Spanish so my memory of what she said is vague, but I do remember feeling a powerful sense of connection as we warmly interacted and sat on her bed, I

recall the excitement of sharing and looking through family pictures. Her home sat on

18 one acre of land where the outhouse was a brisk 60-second walk away from the main 800 square foot dwelling. Rumalita Gallagos lived and died in the same three-room adobe structure where she was born, two miles outside the rural town of Antonito, Colorado

(Figure 2).

Figure 2: Rumalita Gallegos, Home in Antonito, Colorado (Drawing: J.J. López)

Rumalita (Figure 2) married Andreas Quintana, a farm laborer, ranch hand, and ranch foreman for a local ranch owner in the area. They had six children, Tomicita,

Carmen, Mary Ernestine, Emma, Tevida, and Jose. Mary Ernestine was my grandmother.

She married Jose Maria Lopez, who only lived a few short years after their marriage. Jose was killed by an automobile while walking drunk down an Antonito dirt road and a few years later Mary Ernestine married Tony Martinez. Mary Ernestine Martinez had six children of her own (two from Tony) and seven step-children. Throughout the decades, members of my family continue to collectively share stories, maintain connections, and self-identify with the rural San Luis Valley area through mixed emotional experiences both positive and/or negative.

My father, his siblings, and cousins were raised in what is considered one of the most “persistently poor” counties in the state of Colorado. During the past three decades

San Luis Valley, Alamosa, Costilla, and Saguache counties persistently record twenty percent of their population living in poverty—measured by the 1980, 1990, 2000, and

2007 decennial censuses. Overall, poverty rates are highest in rural counties and economic recovery is slower or non-existent in many rural areas (National Center for

Frontier Communities, 2016, 2017; The Kids Count Policy Report/Data Book, 2011,

2018; U.S. Bureau of Census, 2014) (Figure 3).

Figure 3: Poverty in Colorado (U.S. Census Bureau, 2014).

High incidence of poverty defined and identified as a trauma related affect can be persistently damaging through generations. Decades of economic hardship present unique challenges difficult to overcome for individuals and families living in rural communities.

Geographic isolation is a combined issue that exacerbates problems relating to access of resources. Overall, poverty, social/emotional wellness, and economic challenges contribute to a deep and complex problem of educational inequities for underrepresented 20

and marginalized populations (Aleman, 2018; Budge & Parrett, 2018; Miller, 2002, 2006,

Parrett & Budge, 2012; Zacarian et al., 2017).

Generationally, my family continues to maintain a deep and personal emotional attachment with the (San Luis) Valley people and area. Vivid memories and situational events from their childhoods tend to circulate into stories that are shared over, and over again with adults, younger family members, and friends. The sharing of childhood memories and attachments we have to our childhoods often holds clues and answers to the core origins of familial attitudes, values, and beliefs; on-going social interactions, tenets and beliefs are subliminally passed down and maintained for current and future generations to share, express, and shape meaning (Vocate, 1991, 1994).

My familial and emotional attachment to this region was one of several reasons for my interest in being a part of the Right4Rural (Jacob K. Javits Grant Program) research team at the University of Denver. This particularly study focused on underrepresented populations in rural areas which included the San Luis Valley region.

Another important reason was the studies long-term commitment to professional development framed to address issues of gifted identification of students from underrepresented populations, and leadership training that included educational workshops related to cultural competency skills and awareness (Right4Rural, 2017,

2018).

As I concern myself with generational patterns of trauma such as poverty and how it affects school performance and overall well-being, I also consider the context of family culture. For instance, my father shares a story from his childhood about when he was a

small, scrappy and skinny10-year-old boy, he always felt hungry and homeless yet, he managed to protect and shelter his pack of stray dogs and barter for food to feed them. He

remembers wanting to be in school, yet he dread the gauntlet of bullying he endured to

finally get there with dirty and torn clothing. During his elementary school years, within a

rural setting, he or his family had no thought or concern for a gifted or accelerated

program; nor did he have the social, emotional, and/or economic support necessary to

sustain consistent progress in school. He moved on to repeat a similar pattern of low

academic performance as he continued to face economic challenges during his high

school years in Denver. During that timeframe he never had a thought of going to

college, he dropped out of school, later he worked hard to learn a trade, make some

money, and have a place to sleep.

I have a core belief that well-being is usually followed by joy and/or happiness, in

other words joy and happiness, defined as a state of present contentment is a form and/or

manifestation of well-being. It can be described as a by-product of passion, a

“…condition that must be prepared for, cultivated, and defended privately by each

person” (Csikszentmihalyi, 1990, p. 2). While my father shared his story of hunger, and

homelessness, he never described being unhappy. He loved taking care of his dogs and

found other ways to learn outside of the classroom. Thus, controlling our inner

experience determines our ability to improve the quality of life and therefore, allows

individuals to be happy (Amabile, 1983, 1996; Csikszentmihalyi, 1990). Likewise, Frankl

(1959), states, “…For success, like happiness, cannot be pursued; it must ensue…as the

unintended side-effect of one’s personal dedication to a course greater than

oneself…Happiness must happen…you have to let it happen by not caring about it” (p.

17). Similarly, Palmer (1980, 2007) believes, these contradictions of life are repeated

over, and over again throughout our lives in work, in politics, in education, and in our

private family life.

Likewise, contradictions are central to my overall belief or perception regarding

school success, that is teaching, and learning requires a dynamic and flexible approach—

one that is personal and works within and beyond the classroom. This inner perception or

belief aligns with my personal experience, reflection, and motivation; it saturates my

professional passions and strong commitment to the process and development of personal

and economic advancement through education, community engagement, and coalition

building. That said, the Right4Rural (2017, 2018) project reflected and supported my

dedication of advocacy, involving social and economic discrepancies, including barriers

of self-efficacy, equitable access, and continuing education (Figure 4). It was from this

work experience and subsequent mid-term results that I realized a general disconnect

and/or absence of family voice related to overall topics of community and family

outreach that may lead to inform possible barriers of student success.

The research question: “How do underrepresented cultures and marginalized families in rural communities perceive student success across educational pipelines” begins at the roots of the tree—this is the family voice—a critical component connected to interactions that involve teaching, learning, and listening in and out of the classroom.

Figure 4: Conceptual Framework2-Root Barriers

Findings from the Right4Rural (2017, 2018) project have been personally significant and mostly disheartening for my psyche. Based on my extended family background, place of origin, and overall educational and economic status it is not difficult for me to realize the lived experience and generational effects of persistent poverty and limited educational access. This intersection of personal, professional, and cultural thinking is encountered, conversed with, reflected upon, and appreciated as I continue my

‘lived’ educational journey that involves countless illuminating experiences related to navigating spaces, accessing resources, and sustaining relationships.

At the roots of my family tree, my mother’s grandparents, my great-grandmother

and father, Adeline Romero and Cruz Pacheco had twelve children. After raising most of

their family in San Francisco del Rincón, Guanajuato, in central Mexico they moved to

Trinidad, Colorado, another rural Colorado town located in the southeastern corner of the state. My grandparents, Roselia Cecilia Pacheco, and John Lucero met, moved from

Trinidad to Denver, raised five children, retired and then moved back into my great- grandparents house located in the poorer part of town along the railroad tracks, in

Trinidad. During that time, Trinidad was facing a major economic downturn and exodus

exacerbating an already bleak economic situation.

For much of my life I have experienced a certain amount of cognitive dissonance

in relationship to my extended family members and personal identity. The notion of being

an outsider within, is what I perceive to be culture located in the mind of the individual.

In other words, “...human beings are regarded not only as bearers of culture but also as

active agents who create, transmit, transform, and sometimes discard certain cultural

traits” (De Munck, 2000). This is counter to the claim that culture determines the beliefs

of its members; and shapes a collective personality (Geertz, 1973). Knowing your

heritage does not necessarily solidify your identity as I often questioned the

contradictions of what life was/is and what life ‘ought’ to be as I witnessed the socially

constructed roles of marginalization accepted and/or resisted by my family members.

My parents, Albert Santiago Lopez and Charlotte Guadeloupe Lucero met in

Denver, Colorado, where they remained after they were married. Their childhood school

experiences were similar including the hardships and challenges associated with poverty,

educational inequity, and lack of awareness per economic access and/or career opportunities—aspects or factors contributing to the influence of and/or family perceptions of student success (Aleman, 2018; Budge & Parrett, 2018; Miller, 2002,

2006; Parrett & Budge, 2012; Zacarian et al., 2017).

Shaping an Educational Pathway

Statistically, I am politically categorized as a minority (Hispanic/Latino/a) within another minority group (Female) who was awarded a master’s degree; and based on US

Census definitions of categories I will soon be someone part of an even smaller minority group when awarded a doctoral degree. I often find myself precariously straddling the edges of many different categories and cultures, not for the sake of safety, but for the sake of authenticity. Multi-layered intersections have taught me and continue to teach me how to live within degrees of vulnerability that help me construct and deconstruct my identity, beliefs, and behaviors aligned or, counter to institutionalized status quos. My

‘lived’ experiences or interactions with my father’s mother often carried a heavy sense of her feelings and belief that she was ‘less than’, and/or invisible, she often spoke of being an intended or unintended victim at the hands of ‘White’ people, men in general, and/or the system. I wonder about the impact political categorizations may have on a family’s sense of well-being, motivation, and worthiness related to perceptions of success.

Intersecting political identities and fixed demographic statistics are words and divisions that might include gender, culture, age, and race as defined by the US Census.

Hence, these seemingly harmless word phrases, such as gender, age, and race, and social divisions of economic status influence and subconsciously become part of the verbal

26 and/or non-verbal conversations between families and educators in rural communities. In addition, the fluid group divisions of marital status, sexual identity, economic, educational, and health status, are words that automatically become the essence of dialogue during social interactions. According to Freire (2000) “Within the word we find two dimensions, reflection and action” (p. 87) Words make dialogue possible and the radical intersections between words requires the activity of both reflection and action; for one would suffer without the other (Freire, 2000; US Census Bureau, 2018). We experience social and political categorization and interact accordingly throughout our lifetimes; as educators, how often do we deliberately reflect and conduct self- examinations of these identities for self and others within the context or perceptions of student success and/or academic achievement?

A socially constructed lens and identity can manifest through many different interactions and perceptions of categorization. The following Right4Rural (2017) interview excerpt from a rural educator and leader is one example relating to the social manifestation of constructed self-identity regarding family perception of school success.

“…but, I think for the most part our kids at school don't see each

other as different so, to have different activities would be weird.....I was at

a meeting Tuesday night...Monday night...we brought in [?]...to talk about

bullying, and culture, and climate...and we did a community meeting and

there was a gal there and she said, you know my daughter won the [C..?]

award and she didn't want it...she didn't want it because she said, this is

only for Mexican kids and I don't want it, I don't want to be a Mexican

kid I just want to be a kid...didn't accept it...and so...which is a beautiful

thing from a kid that age...as school kid...and so, the beauty of that is I

think that's very common you know we certainly have prejudice, and

prejudice people, and racist people but, generally speaking our community

understands the rule that everybody plays...um....”

(WCGTC Conference, 2017, Slide 14).

Why was being acknowledged as a “Mexican” kid perceived as negative for this family? In addition, why did the educator being interviewed perceive the dismissal of identity as a positive act? What impact will cultural identity have on the shaping of this young girl’s educational path and perception of future academic success?

The shaping of my educational pathway and developing perception of student success was greatly influenced through a socially constructed lens and identity. A political and social morphing of the subconscious, creates a lens that imbues 95 percent or more of our life experiences (Szegedy-Maszak, 2005). That said, my educational pathway began when I was seven years old, the day my mother died: this was the most significant and profound influential event of my life; it became the organizer of my social and emotional identity; it was the focal point of my self-awareness and the baseline to which I began to compare all other aspects and stresses of life. Throughout this timeframe of damaging emotional triggers, self-doubt, and powerlessness came fluctuating levels of self-confidence, determination, and manic episodes of internal motivation that either manifest as dangerous existential bouts of chronic depression and/or incremental awakenings of reflective and spiritual self-awareness (Dabrowski,

1964, 1970; Dabrowski & Piechowski, 1970, 1972, 1977; Hazell, 2003; May, 1977;

Miller 1979, 2001, 2002, 2006; Prilleltensky, 2011; Webb, 2013; Webb et al., 2007;

Webb et al., 2005).

Emotional self-awareness and reflection was not a self-actualization tool my family utilized at the time or to date; within my family circle there was an immediate resistance to mother loss; mothers represent comfort and security regardless of age, to many it was or is perceived as a primal fear of emotional death and despair, a dark place filled with a mortal fear of annihilation (Edelman, 1994; Hazell, 2003; May 1977; Miller,

1979, 2001, 2002, 2006). In effect, this stigma led to a deeper sense of self-doubt, shame, and vulnerability, contributing to the already existing low level of generational self- esteem and low emotional self-awareness. In essences the family influences surrounding my childhood experiences and trauma of loss was the beginning of a belief system

(Brown, 2012; Edelman, 1994, 2006; Miller, 2001, 2002; Villa & Thousand, 2005) that was not conducive to the rigors, behaviors, or expectations of ‘traditional’ student success.

During elementary school and a portion of my middle school years, to help minimize this stressful timeframe, my grandmother, Mary Ernestine Martinez, assumed some of the family caretaking needs; still, we remained mostly unsupervised and lacked social/emotional guidance, educational support, and consistent structure. She lived at my family’s home for a short time and later she lived in a neighborhood that I could never call my own or feel comfortable visiting as a young girl. My Grandmother’s Westside project neighborhood in Denver was a place where you had to be tough and brown

29 skinned to fit in. At the time, I thought I was tough, but according to the community perception I certainly was not brown like I was supposed to be and/or what my last name suggested. I was the “White girl” in a brown Westside neighborhood, always mentally, emotionally, and physically, defending my light skin and blond hair, constantly proving to myself and others that I was brown on the inside. Fitting-in, and/or belonging to a supportive community or cultural group became a constant challenge; critical to progressive well-being finding your tribe and acquiring a sense of belonging is a basic social and emotional need necessary for positive development (Brown, 2012; Maslow,

1943, 1963, 1971; Villa & Thousand, 2005).

Figure 5: Conceptual Framework3: Psychological Well-Being vs. Ambiguity

Herein, my social and emotional needs often transcend the home environment into the school yard and classroom, where any unmet or neglected voids were magnified, maximized, or minimized. Perceived as a safe space for most learners, the school context is accountable for impacting, shaping, and influencing a learner’s social perceptions, values, beliefs, and attitudes regarding student success that involves social identity

(Freire, 2005, 2000; Valencia & Suzuki, 2001) (Figure 5).

In many ways, my elementary school classroom was considered a safe place to belong and thrive, yet despite my perfect attendance and desire to fit-in, psychological safety eventually became a concern as a complex mix of emotional stress and determination began to emerge. I learned very quickly that marginalized individuals and/or families often face challenges of belonging and that having a positive or negative sense of belonging can often have a direct impact that determines the overall well-being of self and others within a community, culture, or family unit (Bruursema, 2015; Ford,

1999, 2011; Kretzmann & McKnight, 1993).

Figure 6: Mary Ernestine’s Grandchildren, Globeville, Colorado (Photo: A.S. López)

Looking, thinking, and feeling different within my own family and community proved to be difficult, but being without an available support system or, at least, one I

recognized in school made the possibility of long or short-term success in the classroom even more difficult (Figure 6). As time passed, I began to take on more and more family responsibility at home which added to the already established pressures of emotionally

and physically supporting my siblings and father. The social/emotional stress, tension

involved with disappointment, inconsistency of care, lack of ‘life’ tools, external support

systems and/or reliable resources worked in tandem to compound clinical depression and

exacerbate vicarious grief endured from immediate and extended family members.

My instinctual stoicism and repressed trauma eventually manifest into full anxiety

attacks that became mentally, physically, and emotionally debilitating—my emotional

and/or internalized struggles remained invisible to my adult caretakers at home and in the

classroom as I struggled to fit-in. In time, behavioral magnifications emerged as my

depression remained undiagnosed due to a lack of school and/or family awareness and

understanding of trauma symptoms, social stigmas, and access to reliable resources

and/or experts. Spontaneous anxiety or panic attacks in the classroom interfered with my

overall social and emotional well-being. Simply stated, undiagnosed anxiety attacks

hijacked my short/long-term potential of traditional success in school and dramatically

shifted my perceptions of school success.

I became a borderline at-risk student. I was teetering on the edge of dropping out

and/or ending up in juvenile detention. Still, I held onto a perception of what I should or

ought to be in school, while at the same time I struggled to get through each day without

triggering the sur-real effects of another anxiety attack; especially in the classroom,

which left me shaken and feeling foggy for days often leading to missed classes as I no

32 longer felt safe in a place where another attack may unconsciously emerge. In addition to missed classes, I often neglected assignments and lacked academic focus due to not knowing or understanding the cause of these feelings or how to explain them, acting normal became a daily challenge, a secret that quickly turned into a serious disruption that became a formidable barrier to traditional school progress and success. At the time, it was a chronic, stressful and humiliating struggle; I was overwhelmed with feelings of powerlessness, dread, sadness, anger, grief, and determination. Psychological forces or epigenetic patterns of influence (values, beliefs, and attitudes) emerged as I diligently developed behaviors and counter behaviors causing unfortunate social/emotional roadblocks and sabotaged the possible and/or immediate potential of what was or is perceived as traditional success in school. What exactly is traditional school success and who determines what success is and why should we care?

Figure 7: Conceptual Framework4: Characteristics Determinate of Success

Historically, traditional success is measured through many different quantifiable rankings and can be perceived through a multiple list of qualitative factors. For example, there is a high school drop-out rate of 40 to 60 percent for low-income income urban students of color (Fine, 1991, 2018). Moreover, studies also suggest dropout rates for minorities are uniform across the rural-urban continuum; 12 percent for Latino/Hispanics in 2014, 6 percent for African Americans, 4 percent for White students, (Krogstad, 2016;

Kostandini & Jordan, 2012). Research reports high school rural-urban drop-out rates are likely caused by several factors (e.g., McCaul, 1989; Paasch & Swaim, 1995; Pallas et al., 1989; Strange, 2011). Such factors are often related to individual and family

characteristics, social organizational structure (McGranahan et al., 2004), job/career

access (McCaul, 1988), and community/school risk factors (Paasch & Swaim, 1995). In

short, many scholars believe family attributes, including values, beliefs, and attitudes,

account for differences between rural and urban areas. It is also reported that gender,

family assets, biological parents, and maternal attributes are often main determinants of

securing equal educational and career opportunities among underrepresented cultures and

marginalized families (Fine, 1991, 2018; Fine & Ruglis, 2008; Fine & Weis, 2003;

Kostandini & Jordan, 2012; Yosso, 2006) (Figure 7).

Paradoxically, I was able to meet the minimum requirements of traditional school

success, such as pass a test, make the honors list, finish an assignment, and complete a

degree program. Yet, social, emotional, and economic survival became the paramount

motivator of my perceived success, I believe my learning and academic success emerged

outside of the classroom while allowing for a certain amount of evolution within the traditional classroom (Tharp et al., 2000).

Consequently, all through middle school, high school graduation, and several years of career tracking and self-employment, I tenaciously overcame and continue to overcome and/or manage imbued shame of perceived rejection and abandonment

(Brown, 2012; Edelman, 1994, 2006). I slowly began to understand, and/or unlearn many of my disruptive patterns; and continue to deeply question and pounder the essence of

life, its reason, and its purpose. This includes the self-control and/or authority (self-

efficacy and identity) I held for myself and the perceived authority many hold over others

via the multiple overlapping systems of socially constructed power.

Figure 8: Conceptual Framework5: Beliefs vs. Traditional Schooling

My unconscious perceptions and/or beliefs of the school environment included

traditional expectations of school success, that is to do well academically, behave

properly, and be prepared to attend college; my core beliefs about school success

provided me with a sense of comfort, safety, stability, and structure, it often eased and

countered much of the cognitive dissonance emergent from my home life. At the very

least, my early school experiences provided an educational lens to explore and contrast

my values, beliefs, attitude, and question the contradictions; it helped me identify positive

and negative cultural patterns congruent or incongruent to the notions of traditional school success and the beliefs of my family (Figure 8). However, in practice I was

vaguely able to completely identify with the notions of traditional school success. I

struggled to understand the economic and psychological forces that provided fodder for

inconsistent social, emotional, and academic development. Divergent thinking, and

conflict with a developing self-identity consistently interfered with the expectations of

traditional school success, i.e. the explicit and implicit values and beliefs of others

compared to self (DePrince, 2002) (Figure 8).

The National Survey of Children’s Health (2011, 2012) reports half of the total

student population in the United States have experienced or are experiencing trauma,

violence, or chronic stress. Neglect, abuse, loss, depression, and poverty are issues

considered to be indicators of health and wellness disruptions. Persistent generational

traumas exacerbate factors contributing and influencing cultural attitudes. Specifically,

underrepresented cultures and marginalized populations are especially vulnerable to acts or incidents of suppressed trauma such as fear of deportation, being isolated from peers, parents, or friends, loss or imminent loss of family members, and/or living in poverty

(Budge & Parrett, 2018; Miller, 2002, 2006; Parrett & Budge, 2012; Zacarian et al.,

2017).

Emerging questions may include: How do educational pipelines compare in social/emotional instructional and/or support practices? Are systems in place to support student success for learners within diverse populations? Do the social and/or emotional needs of diverse/marginalized learners differ from the needs of dominate culture learners? These are only a few questions that require further investigation and research.

As my educational journey continues, graduate school is proving to be a mixed

bag of traditional and non-traditional educational experiences involving lessons of

heightened self-awareness, a refined practice of reflectivity, and a strong comfort with the

discomfort of unexpected outcomes—in essence, a greater appreciation for

transformational opportunities. In terms of psychological theorist Dabrowski (1964;

1970; 1972) the process of developing and/or leveling up one’s own core of beliefs and values can be a difficult one filled with discomfort and pain. At times I have found myself struggling within an isolating context and environment, where I have sometimes felt invisible, or I may question my academic abilities and value of contributions. I have also asked myself why and/or reconsidered my decision to pursue the doctorate

throughout this process (Yosso, 2005; 2006). While these concerns may come up for any other graduate student, reflecting from a social/cultural perspective, I am also acutely aware of unconscious racial, cultural, sexual, and/or gender micro-aggressions

(unconscious brief hostile, derogatory, negative slight or insults toward a person of

difference), misdirected and/or directed toward others and/or subconsciously emergent

within general conversation.

Beginning at the roots of the tree descriptions of everyday situations and familial

factors of cultural wealth are positioned in the foreground of this study, while mediating

influences such as, educational access, environmental justice, and economic opportunities

are background factors. Still these background factors represent the quality of the soil

that nurtures the tree to its full potential; likewise, the quality of these influential factors

often contribute to a family’s psychological well-being and/or perception of the world.

Searching, discovering, and acquiring generational patterns of perceptions (values, beliefs, and attitude represented as the truck of the tree) is a socially constructed life-long process influenced by a variety of internal and external variables—in short, the core health of the tree trunk often determines its future path (Figure 9).

Figure 9: Conceptual Framework6: Family Foundation

Generational Influence

Overcoming personal trauma and adopting a quest for survival launched the foundation of my educational pipeline; it began within my family environment outside of the school context—it began as a journey of survival to overcome social and emotional disruptions. As an adult learner my experiences and interactions continue to involve

reflections of self-acceptance, mutual respect for others, and a practice of holistic social,

emotional, and economic understanding—wrapped in a continuous effort of deliberate

self-examination (Scott-Carrol & Sparks, 2016; Fiedler, 2015; Miller, 1997; Streznewski,

1999). Values, beliefs, and attitudes expressed and shared by family members had a

tremendous impact on my initial world view that influenced and/or counter shaped what

it meant for me to be a successful individual and life-long learner (Figure 9).

The journey to examine generational patterns of values, beliefs, and attitudes (the roots of the tree) is significant for educators and families of underrepresented cultures

and marginalized populations for the following reasons: 1) the continued trending of low

academic success of underrepresented cultures and marginalized populations; 2) social

and economic disparities in rural areas; 3) concerns of social/emotional trauma within

diverse populations; 4) lack of quality educational access, including resources and

support services and; 5) life quality related to a sense of family and community well-

being (Benson, 2012; Cole & Griffin, 1987; McCall, 2005; Misztal, 2011; Rothman,

2017; Rury, 2005; Steinhauer, 2015; Suzuki & Valencia, 1997).

Educational Pipeline

To understand this phenomenon—of perceptions that motivate and elicit positive

and/or negative interaction and action relating to the notions of traditional school success,

educators must first seek to understand and identify cultural root barriers, causes, and/or

traps that inhibit or elicit ‘traditional’ perceptions of school success beginning at the

elementary level. Perceptions of traditional school success begin early in the educational

40 pipeline and are often influenced by data generalized and reported through mass media platforms (Darling-Hammond, 2010).

According to the U.S. Department of Education, in 2017 Latinos/Hispanics made up approximately 27% of the 50 million learners nationwide who attend both rural and urban public schools. This is a growing population that is quickly transforming the nation’s K-12 learners into a “majority-minority” (Aleman, 2018; Hussar & Bailey, 2013, p. 179). In 2014, they became the largest non-white enrollment in U.S. 4-year colleges representing about 16.5% overall (Fry & Lopez, 2012). Still, the educational gap of college completion is significantly low for this trending population.

Moreover, national research indicates several factors of family well-being correlate to unacceptable low rates of college completion for Latinos and other minorities

(Shulock & Moore, 2014; Valliani, 2013). According to Michael Kirst of Stanford

University and The Nielson Company Poll, the main factors that inhibit the success of

Latinos/Hispanics other than low academic performance and confidence is affordability cited by 54% of respondents; second is family responsibility cited by 52%; and the third highest inhibitor cited by 29% of respondents are contributing factors exacerbated by lack of support systems and social networks in high school (Shulock & Moore, 2014; Valliani,

2013). How do these factors contribute to the family perception of school success relating to social, emotional, and economic well-being? (Horkheimer, 1972).

Richard Fry, an education researcher at the Pew Hispanic Center says,

“Aspirations for higher education are very strong among Hispanics, but there is a yawning discrepancy between aspirations and actual attainment” (Alonso-Zaldivar et al.,

Toppo 2009; Toppo par8 2009; par6 2010). The intent is there, yet social capital, economic status, and social/emotional well-being collectively contribute to the discrepancy of actual attainment of student success (Alonso-Zaldivar et al., Paasch &

Swaim, 1995; Toppo 2009; Toppo par8 2009; par6 2010).

In addition to these factors contributing to the disparity of academic Latino/a and minority success, educational leaders are simultaneously challenged with questions about how colleges recruit and retain Latino/Hispanic and other minority faculty members.

According to Luis Ponjuan, “This is the missing piece to Latino success” (p. 104). He suggests there is a cyclical effect concerning overall Latino and minority success

(Ponjuan 2011, p104). For example, Ponjuan believes heavy workloads (unbalanced schedule allowing for both work and family life) for incoming Latino faculty members can be particularly acute and culturally daunting. At the university level, North Carolina at Chapel Hill and the University of California address this gap by sponsoring, developing, and implementing minority postdoctoral programs and mentorships aimed at helping potential faculty members of color develop as scholars and establish relevant research agendas (Ponjuan 2011).

Very simply, we are experiencing a crisis of exclusion—the problem is systemic and begins in the early education years of learners, “…which have implications for the development pipeline as the learners grow up into adulthood” (Hjorth, 2017, p. 77).

Subsequently, adult educational pathways continue to contribute to the disparity of career and academic success for underrepresented and marginalized learners. In alignment with factors of affordability (54%), family responsibility (52%), and lack of support systems

(29%) (Shulock 2014; Valliani 2013), business leaders as well as educators are challenged with similar retention and recruitment dilemmas. Corporate and academic diversity programs developed to minimize the ‘inclusion’ gap continue to find the opposite effect per their intended designs. According to Dobbin & Kaley (2016) a majority of diversity training programs (as high as 75% in all organizations) will fail for one of three reasons: 1) it is mandatory, 2) it mentions the law and enforcement, and 3) it

is specific to managers and/or leaders rather than offered to all stakeholders.

Complicating this is the negative effect of ‘bad’ training. Cultural diversity

training often infuriates the people it is intend for; word choice (offensive language) and

vilifying (blaming) others is often a core concern, and/or many adult learners assume they

will lose their jobs and/or community positions if they don’t abide with policy rules

regardless of their personal values and beliefs about each other individually and/or as a

group. There is also the stigma of blaming minority populations for being too sensitive

(Diangelo, 2018; Dobbin & Kaley, 2016; Winters, 2008). In the mist of such failures, the

relevant failure of understanding and identifying root barriers of perception critical to

cultural inclusion ensures that nothing will change. The lack of meaningful interactions

and open discussions regarding values, beliefs, and attitudes often prolongs experiences

of bias, injustice, and inequalities (Freire, 2000, 2005; Lawrence-Lightfoot & Davis,

1994; McIntosh, 1989; Misztal, 1996; Tatum, 1997a, 1997b, 1997c; Wise, 2017).

Figure 10: Conceptual Framework7: Psychological Well-Being

Identifying inhibiting factors and influences of academic and career achievement

through reports, studies, strategies, focus groups, committees, and sub-committees is only the first step toward critical thought and discussion. These reports are essential for guiding the development of cohesive support systems that reinforce individual, community, school, business, and departmental accountability (CME, 2014; Collins,

2008; Collins & Rukstad, 2008; DU, 2007, 2011; Goleman, 2000; Hindus & Pherwani,

2014; Kimmel, 2014; Hambrick & Fredrickson, 2005; KeyedIn Solutions, 2012; Khosla,

2008; Little, 1999; Reger & Staggenborg, 2006; Yoskovitz, 2011).

This conceptual framework of family perceptions relating to school success is used as a tool to organize and understand the complexity of these elements as important background variables. Familial factors of cultural wealth are positioned in the foreground of this study, while mediating influences such as, educational access, environmental justice, and economic opportunities are background factors that represent the quality of the soil that nurtures the tree to its full potential; likewise, the quality of these influential factors often contribute to a family’s psychological well-being and/or perception of the world. Searching, discovering, and acquiring generational patterns of perceptions (values, beliefs, and attitude represented as the truck of the tree) is a socially constructed life-long process influenced by a variety of internal and external variables—the core health of the tree trunk often determines its future path.

Likewise, heartfelt interactions and understandings between educators and families in context of family perceptions of student success may be connected to self- efficacy, cultural competency, and skillful communication (Bandura, 1977, 1986, 1997;

Bandura et al., 1996, 2003; Bronfenbrenner, 1986) (Figure 10).

Rural Communities

The notion of student success and what it means to underrepresented cultures and marginalized families in rural communities is the purpose of this study. Typically, their stories are positioned on the fringe of urban school debates and their stories often go unheard and/or are marginalized. The rural stories typically heard and embedded into the public consciousness are often idealized myths, tales of backwardness, environmental inequities, and/or subtleties of inclusion and exclusion (Kettler & Puryear, 2017; Kettler

et al., 2015; 2016; Tieken, 2014). Specifically, how do social, emotional, and economic

intersections impact the rural family’s perception (values, beliefs, and attitudes) of

student success across educational pipelines?

To allow for the full understanding of the phenomenon within a rural community

I apply inquiry methods of critical autoethnography that involves self-observation and

reflexive investigation (Boylorn & Orbe, 2014) and portraiture, in the effort to “...capture

the richness, complexity, and dimensionality of human experience in social and cultural

context, conveying the perspectives of the people who are negotiating those experiences”

(Lawrence-Lightfoot & Davis, 1997, p. 3).

Situational Context

Eighty-four percent (84%) of Colorado districts are considered rural and/or

frontier regions comprising 20% of the state pupil enrollment. In addition, diversity in

rural areas includes vast disparities of economy and a high degree of poverty (Census

Reporter, 2018; Hafenstein et al., 2016; Niche, 2018; Right4Rural, 2016, 2017, 2018).

The site of this study is Morgan County School District, RE-3, (MCSD) in the state of

Colorado. In 2018, MCSD received a ranking of 32 of 171 for most diverse school

districts in Colorado (Niche, 2018). Demographics in this area reflect English language

learners, local Hispanics/Latino populations, and a growing East African population

(Hesbol et al., 2018); from a total of 3,142 students in the district there is a student-teacher ratio of 16:6, and 67.7% are considered free or reduced lunch (FRL) status (Census

Reporter, 2018; Niche, 2018). Student diversity includes: 60.8% Hispanic, 32.9% White,

4.2% African American, 1.1% Multiracial, 0.5% Native American, 0.4% Asian, 0%

Pacific Islander, 48% Female and 52% Male. (Census Reporter, 2018; Niche, 2018)

(Appendix B).

In Colorado, Right4Rural (2016, 2017, 2018) has identified several common

critical factors that influence the identification of underrepresented gifted and talented

(GT) students in rural Colorado including Morgan County School District, RE-3. Viewed

through a critical lens of environmental justice. While there are many ways to define

environmental justice, Dobson (1996, 1998, 2003) saw little overlap between social

justice (community) and environmental (sustainability), Dobson only looked at

distributive (equity) justice. For the purpose, of this study environmental justice is

defined more broadly as recognitions of people, culture, and communities, in other

words, asking why equity is incomplete in rural communities (Schlosberg, 2009) (Figure

13). Colorado, Right4Rural (2017, 2018) reports three primary (baseline) persistent problems of practice emergent from the study:

1) Ability to identify GT students accurately and consistently (unclear

process or procedure [structural])

2) Ability to increase schoolwide awareness and knowledge of GT

programs/process (Community and family engagement; Under

representation of various groups [outreach])

3) Ability to provide consistent supports, follow-up services, and

communication (Collaboration between school leadership; cultural

awareness [cultural]) (Hesbol et al., 2017, 2018)

Overall, preliminary mid-term data from this study illustrates a growing concern and global need for cultural alignment, structural consistency, and family outreach. These emergent themes suggest more professional development work is needed in rural areas, specifically the need to address school personnel alignment with cultural competency skills, better identification of cultural patterns, and increased awareness of social/emotional issues contributing to under identification and/or misidentification of underrepresented learners (Hesbol et al., 2018). Preliminary mid-term data from this study demonstrates the need for systematic professional development in best practices addressing the larger framework of student achievement and success in school is critically relevant to this proposed study of family perception related to school success.

The overall goal of this study is to gain an understanding of underrepresented cultures and marginalized families’ perceptions of student success across educational pipelines within the context and lens of family well-being (values, beliefs, and attitudes) in rural communities.

Community Partner

The community partner for this research study is Louis El Yaafouri (Kreuzer),

ESL & Refugee/Immigrant Education Consultant (Appendix A). El Yaafouri (2017) believes, “It is important for educators to recognize and understand the classroom manifestations of cultural transitions, trauma, and stress…diffusing the effects of shock is critical to a learner’s well-being and capacity to process new experiences and knowledge in the classroom.”

She has extensive experience as a Newcomer educator, consultant and teacher coach and works closely with national, state, and local resettlement entities and is an established author on the subject (El Yaafouri, 2017, 2018). She also performs keynotes and leads professional development sessions in the U.S. and internationally. A few of her recent clients include: U.S. Department of State, IREX International, Hellenic American

University, Athens, Greece: Europe in Discourse, EduSkills, Oklahoma, TESOL

International (Seattle), ASCD Educational Leadership, National Council of State Title III

Directors, Colorado Association of School Executives (CASE), BUENO Center at CU

Boulder, Morgan County Schools, Denver Public Schools, Heartland AEA/ Iowa Culture and Language Conference, Sterling Literacy: Equity in Education, State of Colorado,

Isabella Bird Community School, Rocky Mountain Early Childhood Conference, 5280

Magazine, and Chalkbeat National.

El Yaafouri’s expertise covers a wide array of subjects and topics including:

 Culturally responsive teaching and learning: interactive biases workshop,

intensive examinations of key cultural value systems, customs, norms and

expectations, mitigating adverse implications of contrasting cultural norms in

order to support post-resettlement academic and integration success and,

building and maintaining a school culture that celebrates and nourishes

diversity.

 Trauma, shock, grief and learning: symptoms of culture shock, indicators for

traumatic stress and extreme grief, classroom manifestations of trauma and

stress, teacher tools & strategies for diffusing the effects of shock, tracking

stress-related behaviors at school and, in-school and off-campus resources for

care related to trauma, stress, grief and transition.

 Refugee and immigrant resettlement overview: the refugee camp experience,

refugee and immigrant resettlement processes, a brief history of English

language learning pedagogy in the United States, local and national resources

available to newcomer students and their families.

 Newcomer audit and ESL design services: survey and detailed analysis of

current programming, recommendations for defining and refining services,

essential tools and resources for EL intake, placement, assessment,

curriculum, teacher evaluation, parent engagement and community resources,

creation/review of NC Policy and Procedures Handbook, tailored to meet the

needs of each individual district and/or school population.

 Sheltered instruction for Newcomer learners-Newcomer ELA-E instructional

best practices to include: embedded language learning across all curricula,

essential elements of sheltered instruction, crafting content-language

objectives, language rich / balanced stimuli learning environments, lesson

planning through the SIOP framework, oral production and co-operative

learning structures, 21st century learning infusions for ELLs, multicultural

classroom resources, tools for engaging Newcomer parents.

Having a community partner already in partnership with rural Morgan County families and who is aligned with the premise of this study, to examine how family

interactions with school personnel influence their perceptions of student success, is

essential to the quality of family selection, collected data, analysis, and outcomes.

Exploring through a lens of social, emotional, and economic intersections

examining the influence of family values, beliefs, and attitudes on student success in

school is of critical importance for educational leaders and community stakeholders—it

has the potential to inform the creation of future professional development requirements

that minimize cultural misunderstandings.

Research Question

The purpose of this study is to examine how underrepresented cultures and

marginalized families’ in rural communities perceive student success across educational

pipelines.

To allow for the full understanding of the phenomenon I will apply inquiry

methods of critical autoethnography that involves self-observation and reflexive

investigation (Boylorn & Orbe, 2014) and portraiture, in the effort to “...capture the

richness, complexity, and dimensionality of human experience in social and cultural

context, conveying the perspectives of the people who are negotiating those experiences”

(Lawrence-Lightfoot & Davis, 1997, p. 3).

Concepts such as critical theory, standpoint theory, and the educational practice of

cultural responsive pedagogy should also be considered as notions, theories, and

educational practice that shed light on what we already know and use to support

underrepresented cultures and marginalized families. Conceptually, these concepts filter the light (energy) above the tree and provide the fuel for educator and family interaction

51 necessary for the tree to grow; in turn these interactions can dramatically influence and/or inform the overall sense of a family’s well-being at its roots—the self-creation of meaning through experience (Creswell, 2013, 2014; Tharp et al., 2000; Vocate, 1994).

The central research question for this study is:

How do underrepresented cultures and marginalized families in rural communities perceive success across educational pipelines?

Sub-research questions include:

1. How do family values, beliefs, and attitudes (family perceptions) inform student

success in school?

2. How do the families’ understanding of school values, beliefs, and attitudes inform

family perceptions of student success in schools?

(Appendix B; Appendix C).

Interview Question Development

As researcher-practitioner partnerships gain increasing prominence it is essential for all stakeholders and funders to understand the work generated from these partnerships. As research priorities are developed in response to district and/or state needs (Coburn, & Penuel, 2016; Coburn et al., 2013) a research framework (the analysis of four types of questions) for developing and understanding the priority and actionable interview questions is utilized (Andrews & Withey, 1976; Fowler, 1995; Thompson et, al., 2017) (Table 1). Details of this process are explained in chapter 3.

Type Frequency Definition Examples

Data Quality

Information Gathering

Evaluation

Design

Table 1: Interview Question Framework (Conceptual)

Interviews Question and Sub-Questions:

1. Please share a story about your family and your background.

2. Describe your first meeting with people from your child/ren’s school.

3. What goals do you have for your child/ren?

4. What ways are the goals you have for your child/ren in school supported?

5. Describe your child/ren’s strengths.

6. What would help make you feel more comfortable or included regarding

educational decisions (or community activities) at your child/ren’s school?

7. Is there anything else you would like to share?

(Appendix C).

Research Methodology

The nature of my research is qualitative and interpretive; therefore, my primary research question cannot be perceived through a single methodology or framework

(Schwab, 1971). To appropriately conduct and articulate my intended inquiry and allow for the full understanding of the phenomenon I will apply the inquiry methods of critical autoethnography that involves self-observation and reflexive investigation (Boylorn &

Orbe, 2014) and portraiture, in the effort to “...capture the richness, complexity, and dimensionality of human experience in social and cultural context, conveying the perspectives of the people who are negotiating those experiences” (Lawrence-Lightfoot

& Davis, 1997, p. 3).

Foundationally, transcendental phenomenology will serve as the appropriate methodological process for this research; as it proposes to search for an understanding of the meaning of participants’ experiences within the context of a specific situation, or timeframe (Connelly, 2013; Creswell, 2013; 2014; Creswell & Plano, 2010; Glesne,

1999; Lawrence-Lightfoot, 1997; Moustkas, 1994; Schubert, 1980, 1986; Schultz, 2008;

Schwab, 1971, 1983, 2013).

Three 45-minute semi-structured interviews have been conducted with 3 separate culturally, and economically diverse families within the Morgan County School District,

RE-3, in the state of Colorado. Artifacts have been collected during each interview in alignment with each families’ feelings and/or representation of their perception(s) of student success.

The overall goal of this study is to gain an understanding of underrepresented cultures and marginalized families’ perceptions of student success across educational pipelines in rural communities.

Conclusion

Improving the overall career and academic success of the nation’s underrepresented cultures and marginalized populations requires a shift in self-cultural awareness, a plan of intention, and a deliberate system of integration: first to identify barriers of perception, blind spots, and equity traps; and second, to address and explore contributing factors such as educator and family confidence; school, community, and family support systems; affordability issues; and access to resources (e.g., McCaul, 1989;

Paasch & Swaim, 1995; Pallas et al., 1989; Strange, 2011).

Chapter Two: Literature Review

The purpose of this literature review is to examine the intersections that inform how underrepresented cultures and marginalized families’ in rural communities perceive student success across educational pipelines.

Familial factors of cultural wealth are positioned in the foreground of this study, while mediating influences such as, educational access, environmental justice, and economic opportunities are background factors that represent the quality of the soil that nurtures the tree to its full potential; likewise, the quality of these influential factors often contribute to a family’s psychological well-being and/or perception of the world.

There are many discussions and quantitative 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. Other important background considerations include social, emotional, and economic intersections that influence the development of family perceptions of success across educational pipelines. Throughout this review this conceptual framework is used as a tool to organize and understand the complexity of these elements as important foreground and background variables (Figure 1).

Framing of Persistent Problem of Practice

Given the broad educational challenges of cultural integration that often include abstract principles of inclusiveness, excellence, fairness, and harmony (Tharp et al.,

2000); it is important to understand how low rates of college completion for underrepresented cultures and marginalized groups continue to exist and raise concerns

about generational declines in educational attainment (Shulock 2014; Valliani 2013).

Educators from kindergarten through twelfth grade (K-12) struggle to identify the factors

that influence the educational success and/or underachievement of underrepresented and marginalized groups. Drucker (1997) states, “Culture eats strategy for breakfast”, (p.16)

meaning misaligned understandings of values, beliefs, and attitudes, i.e. a cultural

mismatch can ultimately break any attempt at productive and/or positive attainment or intersubjectivity through personal interactions (Tharp et al., 2000). Delpit (2006) reports:

“Nowhere do we foster inquiry into who our students [learners] really are

or encourage teachers [educators] to develop links to the often-rich home

lives of students, yet teachers [educators] cannot hope to begin to

understand who sits before them unless they can connect with families and

communities from which their students [learners] come” (p. 179).

Within the context of this study an examination of how rural families’ values, beliefs, and attitudes influence the notion of student success across educational pipelines—a focus on relational interactions will be explored within this conceptual framework relating to social, emotional, and economic well-being (Horkheimer, 1972).

Definition of Terms

Several terms used within this study may have varied meanings. Per the purpose of this body of work definition of terms are clarified for agreed upon understanding as generalizations will be made to assist with the development of this conceptual model.

• Educational pipeline represents a system of connecting educational institutions

including: elementary school, middle school, high school, graduate school, and

professional/career development training (Aleman, 2018; Yosso, 2006).

• Traditional school success is defined as college/career readiness and completion.

A systematic series of objective oral and/or written steps, activities, exercises,

and/or exams necessary for degree completion (Yosso, 2006).

• Family in the context of this study represents a collective group of people related

by consanguinity, affinity, or co-residence. Including members of a household or

extended family structure that may include spouses (including same-sex partners),

parents, brothers, sisters, sons, daughters, grandparents, aunts, uncles, cousins,

nephews, nieces, friends, and/or in-laws by marriage.

• Underrepresented cultures and/or marginalized groups refers to the discrepancy

between national, state, and/or local demographic data and their full economic

and/or academic participation reflected through economic and academic

achievement reports via political notions of societal contributions viewed as

maintaining quantitative parity with their demographic presence (Aleman, 2018;

Delpit, 2006; Ford, 2011, 2012).

• Rural is politically defined for this study from data collected and maintained by

the National Center for Education Statistics (NCES) (2018), the U.S. Department

of Education (2018), and the U.S. Census Bureau (2018).

• 84% of Colorado districts are considered rural;

• Rural remote is a district where the largest population center within the

boundaries of the district is under 1000;

• Rural distant is a district where the largest population center within the

boundaries of the district is fewer than 25,000;

• Rural fringe or frontier regions, the smallest most geographically isolated

communities, comprise 20% of Colorado pupil enrollment;

(National Center for Frontier Communities, 2016, 2017).

Based on Why Rural Matters (2017) reports, rural data is consolidated using a 12-

item local code system extracting rural school and districts designated with local

codes: 41 (rural fringe) 42 (rural distant), and/or 43 (rural remote) (Colorado

Department of Education, 2014, 2015, 2016; Showalter et al., 2017).

• Culture has been tagged as “one of the two or three most complicated words in

the English language” (Williams, 1983, p. 87). At least 164 definitions of the

word exist (Kroeber, 1952). Per the purpose of this study, culture is defined as the

values, beliefs, attitudes, and/or behavioral norms shared by a group bound by any

number of social, political, and/or personal identifiers—i.e. the collective

dominate consciousness or shared ideology (a production of meaning; a way of

viewing the world) of a group, family, community, school, and/or institution.

(Ford, 2004, 2015; McLaren, 1989; Pinar et al., 1996).

• Cultural competency within this study refers to the capacity of individuals to

understand how culture shapes personal and group values, beliefs, and attitudes,

including perceptions about what works and what does not work relating to

student success. The notion of capacity includes the educator’s understanding of

self-bias and awareness of stereotypes that can undermine educational efforts

focused on student success in school (NEA, 2018; Nuri-Robins et al., 2012; Pratt-

Johnson, 2006).

• Micro-aggressions, micro-assaults, and micro-invalidation are defined as types of

conscious or unconscious dialogue that is racial or derogatory, demeans a person

from a minority group, or minimizes and/or disregards the thoughts, feelings

or experiences of a person considered different than self (McKenzie, 2004;

Nadal, 2012; Sue et al., 2007).

• Culturally responsive pedagogy is defined as the capacity to relate content to the

cultural backgrounds and experiences of the learner; the process, ability, and

personal insight to deliver and foster relevant content that crosses disciplines,

cultures, and locations (Ford, 1999, 2011; Gay, 2002, 2010; Wlodkowski &

Ginsberg, 1995).

• Culturally diverse learners for this study is used to identify and describe the level

of familiarity and/or discomfort between non-dominate culture learners and

school personnel within a dominate culture—different ways of interacting,

different perspectives, and different ways of information gathering (Tharp et al.,

2000). Likewise, Ford (1999, 2011a) believes, “The less cultural congruence

between the home, school, and community, the more difficult the cultural

transition and the more negative the students’ educational outcomes...” (p.3).

• Social and emotional well-being is defined as a positive mix of diverse objective

and subjective needs—a simultaneous and balanced progressive mix of needs

relating to individuals, families, relationships, organizations, schools, and

communities, including the systems with which they live and interact

(Prilleltensky, 2011)—wellness and well-being are sometimes used

interchangeably when relating to the psychological social and emotional needs of

an individual (Dabrowski, 1964, 1970; Hazell, 2003; May, 1977; Miller 2001,

2002; Webb, 2013; Webb et al., 2005, 2007) that may include security needs such

as, physical safety, employment, access to resources, family health; and/or

physiological needs such as, sense of belonging, friendship, respect, and basic

necessities (Maslow, 1943).

• Interaction is defined as the unit of analysis within an activity setting of

communication. The active moments in which school personnel and family

members might engage. For example, during these moments of thinking

(exchange) values and/or beliefs may be communicated through body language,

tone of voice, instruction, and/or stories—interaction, i.e. thinking is “...a

culturally mediated social process of communication” (Tharp et al., 2000; Vocate,

1994, p. 78; Vygotsky, 1934, 1987)

• Parent Involvement is defined as a separate element related to interactions

between school personnel and families. It is important to separate and contrast

parent involvement from the engagement of interaction. For example,

involvement may include the length of conversation with school personnel; the

time spent volunteering in parent/teacher organizations; or the type of monitoring

used for their child/ren’s behavior and development (Coleman, 1987; McNeal,

2001).

• Subjectivity referring to the subjective experiences of perception and

interpretation, meaning, and value; the world-as-experienced, the perception and

creation of meaning and value (Tharp et al., 2000).

• Intersubjectivity refers to the sociocultural conditions that create semiotic

exchanges, meaning the ability to allow similar or shared interpretations through

interactions—a measured degree of shared values and goals (Tharp et al., 2000).

• Intersectionality is used to support the analysis between theory and practice which

may include multiple locations and identities across axes of oppression relating

but not limited to social groupings such as ethnicity, language, gender, class,

sexuality, dis/ability, and culture (Souto-Manning, 2018). A mapping of

subjectivities resulting from multiple degrees of power that may be viewed as a

strategy as well as a theoretical lens (Aleman, 2018; Luft & Ward, 2009).

• Perception is derived and explained through a process of subjectivity,

intersubjectivity, intersectionality; and communication theory is the lens (of

becoming aware, a mental interpretation or impression including the

neurophysiological process of memory) through which action, behavior, and/or

thinking of values, beliefs, and attitudes held by an individual, group, family,

community, school, and/or institution is judged and/or acted upon (Pinar et al.,

1996; Tharp et al., 2000; Vocate, 1994; Yosso, 2006).

• Power/authority and agency/leadership are collectively defined toward the end of

this chapter under, “Mediating Influences on Perception”. For the context of this

study, the overarching theme of these terms is: control. Control relating to

individuals, groups, and institutional capacity that is expressed within degrees of

action, activity, or parameters established as cultural norms that affect self and/or

others.

Examining generational patterns of perceptions (values, beliefs, and attitudes) can be viewed as a complex eco-system of uneven growth, interconnection, and disrupted development. For example, a tree is influenced by a variety of internal and external factors before reaching its full development; and even if it reaches its ultimate height, strength, and stature it is constantly changing with the seasons (external factors) and reshaping itself to its environment (community) to survive. The research question: “How do underrepresented cultures and marginalized families in rural communities perceive student success across educational pipelines” begins at the roots of the tree—the family.

The familial influences of cultural wealth, educational access, environmental justice, and economic opportunities are factors that represent the quality of the soil that nurtures the tree to its full potential; likewise, the quality of these influential factors often contribute to a family’s psychological well-being and/or perception of the world.

62 tree trunk often determines its future path. I have developed a conceptual framework to organize and understand the complexity of these important variables.

This conceptual framework (Figure 11) is an important tool used to understand the complexity and development of individual and family perceptions of school success.

Every family is unique and like trees they are shaped and conditioned within different environments during their early years, yet they continue to develop, reshape, and adjust to the light source available as they mature.

Figure 11: Conceptual Framework8: Traditional Educational Pipeline

Traditional Notions of Student Success

Traditional notions of school success defined in this study as college/career readiness and completion. A systematic series of objective oral and/or written steps, activities, exercises, and/or exams necessary for degree completion (Yosso, 2006)

(Figures 11, 12), are often at the forefront for educators, educational leaders, and policy makers. Student success may be framed many different ways, the most common is the analysis of measurement through metrics related to graduation rates, number of degrees awarded, level of attainment reflective of population percentage, and/or simply measuring the level of attainment. Approximately 13 national initiatives are focused on college completion (Russell, 2011), understanding which metric to use may be confusing and misrepresentative of the problem. Mullin (2012), believes measures of student success requires two levels of consideration: the level and type of data used for the institution (university, college, department, or program) and/or the individual. Most reports of student success are measured on the institution level, i.e. the number of degrees awarded in a year. For example, in 2009-2010, associate degrees awarded in all community colleges accounted for 60% of overall offerings (Mullin, 2011). Certificate degrees account for 40% of credentials in all community colleges where shorter-term certificates are attracting more learners of color (Horn & Li, 2009). Individual counts can be broken down to measure student success grouped by one or more defining characteristic such as gender, level of attainment, transfer, etc. The difficulty lies in placing these counts into individual context when only rates and/or percentages are viable options (Mullin, 2012, 2012a).

Traditional success in school can also be measured through momentum points, defined as “measurable educational attainments that are empirically correlated with the completion of a milestone” (Leinbach & Jenkins, 2008, p. 131). However, in practice learner progress data is not generally disclosed, discussed, and/or reported to the public

(ACE, 2011; Felitti et al., 1998). In general, “Aggregating what students learn at the institutional level is an elusive task given the variety of specialized programs and institution offers” (Serban & Friedlander, 2004).

Yosso (2006), presents another approach to unveiling determinants of student success, specifically related to the Chicana/o population. A method of presenting research called counterstorytelling, grounded in critical race theory (CRT), CRT is her attempt to humanize the statistical realities behind the numbers of educational pipeline data.

Majoritarian stories begin with the assumptions of equal access and educational opportunities for all learners. Majoritarian stores assume or feature parents who are believed to not care about educating their child/ren or receive racial preferences—a belief that minority parents do not value education and their child/ren fail or perform poorly due to this perceived value system regarding the success and education of their child/ren in school (Yosso, 2005, 2006). On the other hand, counterstories assume inadequate educational conditions, such as limited equal access and opportunity for the masses.

Counterstories, according to Yosso (2006), present a holistic picture of the individual learner that may be struggling with forces of inequity, social structure, practice, and discourse that implicitly and explicitly effect success in school.

Literature featuring the critique of counterstories CRT is minimal. Faber & Sherry

(1979) from a traditional or conservative view have a tendency, to dismiss race claiming that, counterstories are 1) recount atypical and do not represent people of color, 2) overemphasize the unique perspective, 3) lack clarity, analysis, and rigor and, 4) distort the truth. Darder and Torres (2000) add, “...a theory based on one form of inequality cannot sufficiently address racism as it intersects with multiple forms of subordination and shapes the lives of People of Color in U.S. society” (Yosso, 2006, p. 13) 91. Yosso,

(2006) counters these statements saying, “...this reveals more about the paradigm of

White privilege rather than provide substantive questions of critical race scholarship” (p.

13) 93. Yosso (2006) argues, White people and People of Color rarely reject, or question majoritarian stories related to student success in school—these stories are invisible and become a normal belief of everyday life.

According to Tharp et al. (2000), all learning is social; meaning a natural way of learning is through shared activity. Vygotsky’s (1934, 1987) thinking akin with Mead’s

(1934,1956) statement, “The importance of communication...lies in the fact that it provides a form of behavior in which the organism or the individual may become an object to him[her]self” (p. 203). According to Mead (1956), the self, “the internalized conversation of gestures which constitutes thinking or in terms of which thought or reflection proceeds...and hence the origin and foundation of the self, like those of thinking, are social.” (p. 228).

This statement prompts deep pondering about how family values, beliefs, and attitudes influenced and/or contributed to my perception of success in school? I wonder,

66 what beliefs or traits persist and how the factors of intrinsic motivation, resilience, creativity, trauma, poverty, and/or economic inequities influence and/or reveal clues to the formations of meaning and perceptions related to traditional and non-traditional success in school? Personally, reflectivity allows for the acknowledgement of the men and women in my family who were misguided, neglected, ignored, and/or lost to poverty;

I reflect and wonder about my family members who endured social isolation, mental/emotional disturbance, engaged in criminal activity and violence, teen pregnancy, domestic violence, and drug/alcohol addiction; some remain incarcerated, others died by suicide via police, and/or death by suicide—I weep for the loss of knowledge, intelligence, and contribution that could have been. My research is motivated by my passion to understand this phenomenon—of perceptions that motivate and elicit positive and/or negative interaction and/or actions relating to the notions of traditional school success.

Literature defining the definition of traditional school success remains divided and data is varied depending on the scholar. In general, quantifiable data is regarded as the benchmarks of measured school success. Yet, counterstories are beginning to assume some prominence as they present a holistic picture of the individual and/or family discourse and interactions that may implicitly or explicitly reveal developing perceptions of school success (Figure 11; 12).

Family Perceptions of Student Success

Traditional notions of school success are deeply rooted in the history and development of the United States. The idea of school success remains no less ambiguous

now than it was at the start of the 20th century (Grubb & Lazerson, 2005). Scholars

ponder if the educational pipeline is intended to promote and represent the liberal arts and generalized knowledge? Or, is the educational pipeline intended to promote job and technical skills in response to the local and global job market? (Goldin & Katz, 2008;

Labaree, 1997). There is clear recognition that the U.S. educational enterprise, while intended to reduce inequity inadvertently promotes the reproduction of social inequity

(Bowles & Gintis, 1976; Dorn, 1996; Grubb & Lazerson, 1982).

Spring, (2008) adds there is also a moral element and mixture of strong feelings about education and the educational pipeline process necessary to attain academic success. For example, one family may approve of, seek, or only have access to a general education that provides basic literacy and job skills, while another family may want a liberal arts curriculum, a technical skills pathway, accommodations for special needs and support, or seek advance placement programs and/or alternative learning opportunities for their child/ren. Morally, many families may believe the schools were established to protect the rights of all citizens. While at the same time many families believe, “...schools were established to protect the political and economic power of the elite” (Spring, 2008, p. 3).

According to Spring, (2008), these two contrasting beliefs may have developed at an early age. A person might have been taught the history of the U.S. in such a way as to form an emotional attachment leading to a strong sense of patriotism. Later in life this person’s patriotism may be challenged based on their developing knowledge, personal experiences, moral insight, salient images/symbols, and emotions surrounding the effects

of culturally different and/or competing schools relating to school personnel’s notions of educational success (Darling-Hammond, 2010; Spring, 2008; Trainor, 2015).

Figure 12: Conceptual Framework9: Dividing Line of Values

Scholars believe many factors contribute to the development of a person or

family’s perception of student success in school as it is broadly defined as college/career readiness and completion; the educational pipeline and family perceptions of success continues into job development, and specialized skills education. Influenced by what is known as career and technical education (CTE), the authors of a recent study conclude the current focus on college and career readiness (CCR) in education policy promotes utilitarian elements of education. Education policy also reflects the belief: “there is a need

for learning to relate to the world of work” (Dougherty & Lombardi; 2016, p. 327). The

essence of this belief stems from a fundamental point of conflict surrounding the purpose

of education—is it for the pragmatic purpose of economic application (Lazerson &

Grubb, 1974), or for the edification of the individual? (Dewey, 1916).

In terms of culturally diverse populations, authors Dougherty & Lombardi

(2016) discuss an increase of scholarship on learners with disabilities, however the focus

on learners of color and lower socio-economic status (SES) is underrepresented. This

suggests, little is known about the drawbacks and/or benefits of technical education

exposure in high school. Concurrently, conflicting data on CTE exposure reports, learners

of color “...potentially benefit the most from expanded focus on career readiness” (p.

345). Such findings are reminiscent of past century developments in education suggesting

technical education as a pathway out of poverty for rural and urban learners (Conant,

1959). Rural families’ values, beliefs, and attitudes relating to social, emotional, and

economic well-being (Horkheimer, 1972) demonstrates a need to control economic

factors that may contribute to an overall perception and/or notion of student success

across educational pipelines.

Underrepresented cultures and marginalized families of lower socio-economic

status (SES) represent a “...persistent pragmatic connection between education and

employment” (Dougherty & Lombardi; 2016, p. 347). This belief is supported from the

review of over 9,000 peer-reviewed sources related to work or career to technical or vocational education data; the data illustrates a focus on lower income learners of color

during the early 20th century, yet more recent scholarship with a focus on

70 underrepresented cultures is lacking (Anderson, 1982; Dougherty & Lombardi, 2016;

Lazerson & Grubb, 1974). Subsequently, evidence of potential bias for classed/tracked, and discriminatory education systems is observable (Bowles & Gintis, 1976; Dorn, 1996;

Dougherty & Lombardi, 2016; Tyack, 1974).

Today decades later, there are a fair number of successful and effective schools and school systems that provide opportunities to learn and succeed for a wide range of learners from various underrepresented cultures and demographic groups (Darling-

Hammond, 2010). However, according to Darling-Hammond (2010) this often leads to a general belief that inequality is non-existent—equal opportunity exists, and the achievement gap is null and void—low achievement of learners of color is intrinsic to them and their families. Darling-Hammond (2010) suggests, recurring explanations of educational inequality by the public, policymakers, and pundits, is due to a perceived conception of a learner’s lack of motivation, their family’s lack of effort, “culture of poverty”, and/or inadequate genes.

For some scholars, race, class, and culture are but a function of other related factors that contribute to low academic achievement. While, unequal access, poverty, and lack of social supports are a few important factors, when more evidence is examined, one of the most important factors to a learner’s success is, “...their perception about whether the society, their schools and their teachers believe they are worthwhile investments— perceptions that enable them to invest in themselves” (Darling-Hammond; 2010, p. 30)

(Figure 12).

Impact on Rural Communities

The notion of student success and what it means to underrepresented cultures and marginalized families in rural communities is the purpose of this study. Typically, their stories are positioned on the fringe of urban school debates and their stories often go unheard. The rural stories typically heard and embedded into the public consciousness are often idealized myths, tales of backwardness, and/or subtleties of inclusion and exclusion

(Kettler et al., 2017; Tieken, 2014). How do social, emotional, and economic intersections influence the rural family’s perception (values, beliefs, and attitudes) of student success across the educational pipeline?

In the United States more than 8.9 million learners attend school in rural areas. In perspective, this amounts to more than 75 of the largest school districts combined, including New York City, Los Angeles, and Chicago. The majority of rural families from

23 states are classified as low-income status. Moreover, learners of color range from 3.7 percent to 85.6 percent in rural areas or 25.2 percent nationally. Rural educational challenges are as numerous and unique as their many achievements—high rates of poverty and learners with special or differentiated needs are substantial across rural districts. Overall, close to half of all rural learners are from low-income families, one in four is a learner of color, and one in nine may have moved from another residence and/or district (National Center for Education Statistics, 2006; Showalter et al., 2016).

Additional research identifying the percentage of rural learners eligible for free or reduced lunch/meals (FRL) and or identifying the percent of families living near or below poverty levels in rural districts is beginning to make important connections demonstrating

salient socio-demographic characteristic associated with student success and college

readiness (Showalter et al., 2016; U.S. Department of Agriculture, 2016; U.S.

Department of Education, 2016; EDFacts, 2017; Civil Rights Data Collection, 2017).

In rural communities, diversity is another important factor when considering the

educational context of student success. The percentage of high minority populations in

rural areas, if examined closely, reveals notable short and long-term discrepancies in

academic outcomes of underrepresented and/or marginalized learners, as compared to

White learners (Showalter et al., 2016; U.S. Department of Agriculture, 2016; U. S.

Department of Education, 2016; EDFacts, 2017; Civil Rights Data Collection, 2017).

Unfortunately, many educational leaders make student class placement or tracking decisions contingent to their immediate and/or overall success with very little family input. Many student-centered decisions are independently shaped and influenced by a stratified school culture, narrowly focused policy, and/or influenced by personnel’s individual values, beliefs, and/or attitude (R4R, 2017). Family perceptions, within a context of school success are often influenced through and by the behaviors and actions of self and others. For example, inconsistent habits of interaction or non-interaction between educators and families prevents shared input, eliminates critical discourse, limits student options, and discourages innovation, it also depresses cultural integration, interpersonal understanding, and minimizes access to groups who live and work outside of the immediate school culture (Ford, 2011; Ford & Harris, 1999; Gay, 2010; Tharp et al., 2000). Giddens (1991) suggests the habits of relationships, cultural norms or habitual expectations of how to interact with one another, serve as resources (rules) used to enable

or constrain social interaction. Subsequently, the relationship and (value based) expectations or family perceptions become the context for future interaction and development of constructed meaning (Blenky et al., 1997).

Overall, educators fail to identify salient cultural patterns and actions that are not their own or are not made aware that such patterns may exist outside of their culture.

Cultural patterns and/or cultural actions within the context of the school environment influence and/or contribute to a learner and their family’s perception of student success.

Based on the notion of “schools as narrator (guide) or authority (power)” underrepresented families are especially vulnerable to influence during personal interactions with educators (Ford, 2011; Ford & Harris, 1999; Freire, 2000, 2005).

For example, consider within the context of student achievement in school the lack of cultural alignment and/or knowledge of family perceptions can contribute to the failure to identify cultural patterns and/or actions related to behaviors. This can lead to the misidentification or under identification of culturally diverse gifted and talented leaners (R4R, 2017, 2018; Webb et al., 2005). The lack of cultural awareness and/or family perceptions may also lead to the labeling of learners as high-risk, as predictive warning systems only trains educators on what to look for, rather than ask why the behavior is occurring (Feldman et al., 2017).

Overall, low graduation rates of underrepresented cultures and marginalized populations masks the seriousness of this problem for families. Feldman et al., (2017) describes school drop-out patterns, where in many states one-third of learners of color fail to graduate revealing a deep connection between family socio-economic status and

educational attainment (Snyder et al., 2016). Alignment of behavioral patterns leading to

dropping out of school often cycles back to the disengagement of the learner, referring to

the condition, state of mind and/or emotional well-being of the learner that may reflect a

wide number of cultural identifiers leading to the misidentification or under identification

of core solutions (Feldman et al., 2017; Webb et al., 2005).

For instance, Right4Rural (2017, 2018) identifies specific values, beliefs, and

attitudes of school leaders in rural communities as factors contributing to the under identification of gifted and talented learners within underrepresented cultures and marginalized populations (R4R, 2017). Although gifted learners exist in all cultures and communities they are misidentified and/or overlooked more often within culturally diverse populations and rural communities with low-socio-economic status families

(National Center for Education Statistics, 2006; R4R, 2017; Showalter et al., 2017) If the

process and/or experience of interaction between educators and families is weak a learner’s talents may not be recognized and/or a learner’s needs may be neglected over a time frame, therefore delaying the learner’s overall academic process. In this illustration, many academic gifts and talents are not fully development and underachievement will often occur affecting the overall success of the learner (Delisle, 2018; Ecker-Lyster &

Niileksela, 2017; Klingner, 2017; Neihart, 2011). Is the lack of identifying cultural

patterns (inclusion) a result of unconscious bias, historical context, and/or personal

awareness, or is it a systemic result of the school system, school culture, or school

process of communication(s) and/or interaction(s)?

Gifted education programs and identification procedures related to underrepresented populations is only one contributing factor of overall student success in fringe, distant, or remote areas that generally fall behind their urban counterparts (Kettler

& Puryear, 2017). For educators the understanding of a family’s perception of student success is a necessary and critical component connected to the ‘other’; this basic level of cultural awareness can lead to more effective long-term personal interactions. Either way, the lack and/or acquisition of cultural awareness for educators within an educational context can be daunting based on traditional notions of academic success and economic access; the stakes are significantly high for all learners, families, and educators (Shulock

2014; Valliani 2013).

Family Well-Being and Mediating Influences

Values, Beliefs, Attitudes

Values, beliefs, and attitudes are a complex mix of epistemological assumptions central to an individual’s and/or a family’s perceptions of themselves and their worlds.

How do we know what we know is more than an intellectual exercise? According to

Belenky et al., (1997), our basic assumptions about the nature of truth and realty, and the origins of knowledge shape the way we see the world and make meaning, along with mediating influences that shape and form our perceptions. Blenky et al., (1997) suggest values and beliefs are developed through an internal process of 1) silence: isolated from others, 2) received knowing: listening to the voice of others, 2) subjective knowing: the inner voice and the quest for self, 3) procedural knowing: the voice of reason, and separate and connected knowing, and 4) constructed knowledge: integrating the voices.

Another way in which scholars view the phenomenon of perception is through a non-linear framework of meaning-making that leads to the development of values, beliefs, and attitudes. Specifically, in context between families and schools, they suggest knowledge assumed outside of self can be temporary, based on the understanding that all knowledge is constructed. Therefore, connected teaching, meaning connected to self, is a way of being, a way to help discern the truth inside self and others and; a way to welcome diversity of opinion in discussion (Blenky et al., 1997). The phenomenon of family perception related to success across educational pipelines is rooted in family culture (values, beliefs, and attitudes), family interaction is aligned with received and subjective knowing within their immediate surroundings (Blenky et al., 1997).

Similarly, Tharp et al. (2000) speak about subjectivity, referring to the subjective experiences of perception and interpretation, meaning, and value; aligned with received and subjective knowing (Blenky et al., 1997), the world-as-experienced, meaning the perception and creation of meaning and value; and intersubjectivity referring to the sociocultural conditions that create semiotic exchanges, the ability to allow similar or shared interpretations through interactions—a measured degree of shared values and goals (Tharp et al., 2000). Similar with Blenky’s et al. (1997) notion of procedural and constructed knowing, Perry’s (1970) account of intellectual development argues. “...the

[learner] discovers critical reasoning as “how They [upper case “T” symbolizing authority] want us to think” (p 101). (Blenky et al., 1997).

Finally, the shaping and forming of perceptions is summarized by Darling-

Hammond & Snyder (1992), “...research on cognitive structure has illustrated how

perception and presentation influence information processing and interpretation...” they

go on to state, “...over time, the distinctions among research perspectives have become

increasingly blurred.” (p. 56).

Perception, at some level and according to many scholars is derived and explained

through a process of subjectivity, intersubjectivity, and intersectionality it is the lens (of

becoming aware, a mental interpretation or impression including the neurophysiological

process of memory) through which action, behavior, and/or thinking of values, beliefs,

and attitudes held by an individual, group, family, community, school, and/or institution

is judged and/or acted upon (Pinar et al., 1996; Tharp et al., 2000; Yosso, 2005, 2006)

(Figure 13).

Figure 13: Conceptual Framework10: Individual Authority vs. Institutional Access

Cultural Wealth Model

Yosso (2005) developed the Cultural Wealth Model (CWM) to help educators frame their interactions with learners and to help them understand how underrepresented learners access and experience the educational pipeline. Yosso (2005) argues, all six types of capital (aspirational, linguistic, familial, social, navigational, and resistance) can be used to motivate learners and capture the, strengths, talents, and experiences they bring to their learning. Social and emotional well-being is often interconnected with one or more of the six types of capital a family and/or individual may consider in determining

their readiness and/or developing their perception of college and career options (Figure

13).

Psychological Well-Being

The impact of a family’s perceptions on overall well-being related to school

success is paramount according to Kelly, et al. (2018), they believe, “home-school collaboration is an essential component to promoting student mental and behavioral

health” (p. 63). Based on mutual trust, respect, and shared goal setting, openness,

problem solving, needs, and access to information their program encourages the

facilitation of dialogue, collaboration, and collective decision-making; they also

encourage families to invite an interpreter or “cultural broker” to their meetings, insuring

elements of mutual trust are honored. Finally, Kelly et al. (2018) assure educators are

trained to observe changes in effort level, behavior, concentration, withdrawal, or

absenteeism as potential signs of social/emotional disturbance (Dabrowski, 1964, 1970;

Hazell, 2003; May, 1977; Miller 2001, 2002; Webb, 2013; Webb et al., 2005, 2007).

Mutual trust and open communication are key components to social/emotional well-being for underrepresented cultures and marginalized populations (Freire, 2000,

2005; Valencia & Suzuki, 2001; Valencia, 1997). According to Wood (2005), communication is a dynamic process—it is continuous, it changes, it evolves, and moves on…it is a process of interaction with self and others. The way we communicate and receive messages influences our perceptions and help shape and form a belief system that can be dynamic or fixed in nature, retain some level of openness, or become stagnant at a certain point in time. Communication is systemic—it occurs within specific situations

and context. It occurs and is processed within larger external systems that influence how

we communicate and interact. In turn, these systems influence the meanings we attach to

messages—in short, structure and context affect the meanings we apply to messages

(Wood, 2005). Watzlawick et al. (1967) suggests we always consider two levels of

meaning with each interaction of communication—all communication has a content level

and a relationship level.

1. Content level = is its literal meaning.

2. Relationship level = (less obvious) defines the relationship by indicating each

person’s identity and their relationship to each other (Watzlawick, Beavin, &

Jackson, 1967; Wood, 2005).

Considering communication as a tool of engagement subject to contextual

interactions, many families and school personnel agree that family-school engagement is

essential to the educational, personal, and academic gains of diverse learners (Baker,

1996, 1997; Barge & Loges, 2003; Maynard & Howley, 1997; U.S. Department of

Education, 2016). Relational behaviors such as “joining” and “communication” are

typically included in definitions of family-school relationships (Vickers & Minke, 1995).

Consequently, many experts argue that dialogue is at the center of relationship

and relationships are at the core of trust building which leads to deeper interactions, subjectivity, and intersubjectivity (Tharp et al., 2000). Low trust between school personnel and families may prevent and/or disrupt the flow and quality of relationship, teaching, learning, and understanding—In effect interaction and engagement between

family and school personnel is diluted (Covey, 2012, 2012b; Covey, M. 2012; Kim,

2004; Moore, 2009).

Implications of low-trust relationships between families and school leaders are complex and far reaching. Families’ often experience differing definitions of school interactions and engagement as competing beliefs are shared and implemented (Miretzky,

2004). Beliefs influence how communicators (school personnel and families) see

themselves in relation to each other; they are influenced by community culture, school

structure, and perceived authority. Specifically, when communication is focused on a

learner’s success in school definitions of family interaction and involvement are layered and complex and often fail to consider historical context, culture, or power influences

(Epstein, 2001; NCLB, 2001). Trust essentially becomes an underlying factor for developing effective on-going (positive) interactions and interactivity (Covey, M. 2012;

Kim, 2004; Moore, 2009; Tharp et al., 2000).

The journey to examine generational patterns of values, beliefs, and attitudes is significant and requires the relational building of trust between educators and families.

Trust is essential for positive dialogue and continued communication with families of underrepresented cultures and marginalized populations. Psychological well-being is a dynamic state of being; viewed through factors related to 1) low academic success of underrepresented cultures and marginalized populations; 2) social and economic disparities in rural areas; 3) concerns of social/emotional trauma within diverse populations; 4) lack of quality educational access, including resources and support services and; 5) life quality related to a sense of family and community well-being

(Benson, 2012; Cole & Griffin, 1987; McCall, 2005; Misztal, 2011; Rothman, 2017;

Rury, 2005; Steinhauer, 2015; Suzuki & Valencia, 1997) (Figure 13).

Educational Access

Understanding how social, emotional, and economic intersections influence the rural family’s perception (values, beliefs, and attitudes) of student success across the educational pipeline is of major importance. Families living in rural communities may

experience isolation, cultural division, low-income, poverty conditions, and/or lack

access to social capital. These influences often contribute to a family’s overall perception

and outlook relating to the meaning of school and/or career success (Figure 13).

Tieken (2014) discusses how economic divisions of capitalism in rural areas

create social and cultural divides that persist over generations. The unequal distribution

of power and resources perpetuates invisible stratifications within the school environment

and culture. In recent years, career academics, broadly defined as small learning

communities of learners, have been developed to address viable educational alternatives

to specific industry sectors (e.g. career related themes such as health, media, business,

etc.) in contrast to traditional liberal arts curriculum (Stern & Stern, 2008). Historically,

vocational education and training has been employed as a strategy related to traditional

notions of student success since the middle ages and advocates argue the highly

competitive job market mandates vocational skills training (Deissinger, 1994). However,

learners from marginalize cultures, who have limited parental involvement, and/or if they

come from low socioeconomic backgrounds still face greater challenges and obstacles for

college acceptance and career attainment (Perna & Titus, 2005; Rowan-Kenyon et al.,

2008).

Economic Opportunities

Access and/or understanding of social capital is a challenge for rural learners as rural environments are punctuated with a variety of cultural and social capital barriers

(Tieken, 2014). One study indicates a strong link to developing relationships as a part of

process and activities leading to social capital a primary component leading to academic

and career success (Lanford & Maruco, 2017) (Figure 13).

Environmental Justice

There are many ways to define environmental justice. Dobson, (1998, 2003) saw

little overlap between social justice (community) and environmental (sustainability),

Dobson only looked at distributive (equity) justice. For the purpose, of this study

environmental justice is defined more broadly as recognitions of people, culture, and

communities, in other words, asking why equity is incomplete in rural communities

(Schlosberg, 2009) (Figure 13).

Mediating Influences on Perception

Influence of Power and Authority

The establishment of common ground (trust-building) during first interactions

between family and school personnel is a strategy that is widely ignored by educators.

Common ground is the platform used to share stories and life experiences, yet it must also be positive, genuine, and authentic (Covey, 2012, 2012b; 2003; Eisner 1998, 2002,

2004; Kim, 1992, 2004; Palmer, 1980, 1993, 2007). The Korean Educational

Development Institute (Lee, 1988, 1990) conducted a study aimed to diagnose the cause

of classroom behavioral disruptions. The study suggests social position, loss of teacher

authority, and student autonomy are responsible for gaps between learners and school

personnel in the classroom.

Tharp et al. (2000) discusses trust through a cultural lens, for example, Native

Hawaiian culture gravitates toward overlapping discourse, American Indian learners may

work at maintaining academic equality with their peers to avoid being perceived as

competitive (Tharp et al., 2000; Okabe, 1983;). Many learners from collectivist cultures

also distrust direct verbal communication, preferring to use non-verbal over verbal yet,

many individualist cultures use non-verbal forms of communication (LaFrance & Mayo,

1978; Ramsey, 1979). Tharp et al., (2000), points out, “...because whole-group instruction relies on individual, verbal contributions, there may be a greater disjuncture for students from relatively collectivist cultures that do not emphasize these means of expression” (p. 115).

In terms of individualist (works alone, often competitive) or collectivist (co- narrative, consensus) discourse patterns of school personnel can positively or negatively influence a learner and their family’s perception of power (of self and others). In terms of building mutual trust within the school environment, developing values, beliefs, and attitudes is often perceived through a lens of power, authority, and social status (Kim,

1992, 2004).

Similarly, Valenzuela (1999) exposes power, authority, and social status as factors affecting the merits of caring relations framed within the awareness of differential

85 power held by [school personnel and] teachers, she argues: for socially and culturally distant teachers, such discernment and apprehending of “the other” is especially challenging…it bridges underlying negative/positive social and cultural factors (power, authority, and social status) and can only emerge when the differential power held by

[school personnel and] teachers of culturally different students is taken fully into account

(Flinders, 2013, p.297; Ladson-Billings, 1995a; 1995b; 1995c; Noddings, 1984, 1992;

Paley, 1979). Differential power is exacerbated by a lack of cultural awareness (a difference in value perception). In turn negative perceptions of social position further diminish mutual trust-relations between school personnel and families (Brewster &

Railsback, 2003; Kim, 2004; 1992; Valenzuela, 1999).

Ladson-Billings (1995a) illustrates this point with an example about, how one teacher organizes and defines her relationship with her students as an extended family.

She begins each year with an “undefined contract” used to work with defining and formulating her student’s expectations they can all live with as caring family members.

She addresses ethos of individual responsibility for their success and the success of others. She also addresses personal behaviors and mutual respect, in the process dispersing power and responsibility among the family and classroom participants.

In like manner, Noddings (1992) agrees, [school personnel and] teachers can see students [families] and see with them; students [learners], “…by definition, cannot see in the same way with teachers nor should they be expected to. If a teacher-student, relation moves in this direction, it becomes one of mature friendship, and the formal relation, the necessary relation, fades away. Students [learners] are set free by their teachers’ efforts at

inclusion to pursue their own growth, and this is exactly the response good teachers seek”

(p. 107).

In other words, students [learners] and teachers [school personnel] must share

responsibility and therefore share power/control within an environment of mutual trust and respect driven by teaching practice (Ladson-Billings, 1995a). Ladson-Billings

(1995a) talks about teacher practice through the principles of culturally relevant teaching, she states, “…culturally relevant teaching is about questioning (and preparing students to question) the structural inequality, the racism, and the injustice that exist in society”

(Ladson-Billings, 1995a, p. 140). In short, students and teachers alike must be productively critical of the way we treat each other and how systems work at-large

(Ladson-Billings, 1995a).

In like manner, Shadiow (2009) describes how respect and dilution of formative power is represented with a simple handshake—in essence; the handshake serves as an interruption of the school-centered story and becomes the mutual beginnings of a caring school personnel and family trust-relationship. In this light, the first interaction between school personnel and families is significant (Wallace, 1908)—trust building begins with the messy business of finding common ground and establishing trust with families during the first interaction and beyond— if not thoughtfully considered it sets a tone that is difficult to reverse and is essential to the foundation of creating meaning and learning

new knowledge (Covey, 2003, 2012, 2012b; Kim, 1992, 2004).

Consequently, power/control may be the most misunderstood factor of cultural

integration related to traditional success in school. First, power dynamics and structures

cannot be ignored and second, power is not necessarily possessed or learned from those

in charge (Vance, 2016). Underneath personal, political, economic, business, and

structural influences underlying obstacles are often the perceptions of understanding,

neglecting, and/or misunderstandings of “power” (Pfeffer 2010; Vance, 2016).

Likewise, Vance (2016) describes his personal experience with the process and

building of social capital. Through the experiential process of acceptance into an elite

society of high-powered attorneys and extravagant onboard bonus, Vance already had

one foot in the door per his Yale enrollment. He came from a different world, a different

culture with different views, values, and attitudes of social interaction. He states, “...Yale

taught me most of all that I didn’t know how the world worked.” According to Yale

standards, Vance felt like a fish out of water regarding the actions necessary to achieve

the perceptions of success and belonging. This fish needed a plan, a strategy that would

justify his belonging to such an elite group and confirm his perceived worthiness to be a

part of this process and ultimately be initiated into a new culture—unbeknown to Vance he had to pass an unspoken social test. He relied on his powers of intuition and deduction to maneuver throughout the many personal interactions, activities, and events critical to him gaining acceptance to a world he found alien and a bit pretentious. This meant restraining himself as he filtered the notions of pretentiousness, networking/social power, and ease of access into a box called social capital (Vance, 2016).

To speak of this hidden curriculum in the classroom might be considered a radical act against the expectations of the average classroom curriculum. Still, patterns of social interaction, that extend beyond the classroom, manifest through families and remain

88 relevant beyond the traditional educational pipeline, and are most obviously observed in a classroom with a varied ‘activity setting’ that touch on cultural differences and patterns of social and personal interaction. Tharp et al. (2002) explains:

1) Individual or collectivist patterns—meaning learners would have the opportunity to expand their comfort zones of interaction; transcending cultures through the deliberate interactions with learners from different cultures and different habits.

2) Roles—in traditional classrooms the teacher instructs; in an ‘activity setting’ classroom learners are positioned and assigned roles to teach others through their lens and power of understanding.

3) Power relationships—this may be the most important and complex variable compared to all the others. The understanding of power was the discovery Vance (2016) experienced via the deliberate process of acceptance and belonging; he was obligated to participate, conform, and align his values and behaviors with a new and different culture.

He had to play by the elite’s rules. There was no distribution of power during the Yale interviews. The power he did come to embrace was his power of intuit and deduction. He possessed an amble level of self-awareness that allowed him to see through the power dynamics and carefully maneuver through each interaction, activity, and event with a sense of confidence (Vance, 2016). In the classroom, ‘activity settings’ allow the distribution of power. As learner’s gain control of a group task they simultaneously learn about their own strengths, weaknesses, and potential abilities (Tharp et al., 2000).

Finally, according to Tharp et al. (2000), 4) Language codes—to strengthen dual language classes both languages are alternately used during instructions and during

89 learner-to-learner interactions. This would be a valuable opportunity for learners to observe and ask questions about each other and gain a social understanding of their peers and other cultures beyond the classroom.

Ultimately, traditional and non-traditional classrooms are literally, an extension and reflection of the community outside the classroom. This includes the active patterns of behaviors, socially constructed roles, perceived and/or assigned power values socially imbued within relationships, and the ability to understand the verbal and non-verbal language cues to communicate knowledge, provide access, and gain power. These critical variables, according to Tharp et al. (2000) should be present and visible within a classroom claiming to demonstrate transformation teaching while applying the principles of excellence, fairness, inclusion, and harmony.

Lastly, Pfeffer (2010), and other community leaders illustrate a person of power or control as someone who has a capacity to tolerate conflict (ambiguity); have the capacity to put themselves in the shoes of others (empathy); and has an ability to not overlook the mundane details of execution (observation). He continues to explain,

“Individuals often neglect the small steps they can take that can provide them with control [power] over vital resources, visibility, and the opportunity to build important relationship” (p. 93) (Figure 14).

Similar to Vance (2016) my personal experience with power and control of resources came in the form of social capital. My story is short. After high school and a short time attending and assistant teaching at the Community College of Denver, I needed to move on, so being young, naïve, and in a survival mode that required plenty of

bravado, I developed a business plan. First, I needed a loan to start my business. I set an

appointment with the loan officer at my local bank and present my proposal. Needless to

say-it was not pretty. It was close to the scene from ‘Quicksilver’, starring Paul

Rodriguez and Kevin Bacon where no one told Hector (played by Paul R.) how to

dress—that is, not to wear his baby powder blue groomsman’s tux to his loan

presentation. Fortunately, I did not wear my prom dress to my meeting—mostly because

I did not attend my prom. Still, even though dressed properly, it was a humiliating experience because of how I was treated and dismissed. Based on my beliefs at the time I wondered if it was due to being too young, too female, or too Hispanic? Who really knows? The loan officer could have just been having a very bad day?! Still, no one told me I needed money or collateral to borrow money.

Fear not, I moved on and found a drafting firm willing to lease their equipment and office space to me by the hour. This lasted several months, as I gained more clients and contacts I met and eventually partnered with a public relations firm. One day the owner of the firm and I walked over to see his friend and vice president of the local bank.

We signed one promissory note and presto I had my loan without collateral. The same thing happened to Hector in the movie as his White upper-class friend Jack (Kevin B.) saved him through support, guidance, and shared information in the end.

The building of social capital does not come easy for some; and not at all for

many. One may survive, but will not adequately thrive without social capital, my

business was built on referrals, now my academic career will be supported by whoever is

mutually inclined to promote, collaborate, endorse and/or benefit through collectively

conceived projects. What are the rules, protocols, and/or costs of fitting-in; and belonging

to a seemly like-minded group or organization? It is a mysterious art and science that

involves resilience, motivation, and a large degree of support and guidance from trusted friends and peers who are willing to share their social networks (social capital); information and support that is reciprocated by others. Unfortunately, gaining skills, power/control, and information surrounding social capital is information that is usually hidden throughout the educational pipeline.

Figure 14: Conceptual Framework11: Internal and External Tension

Influence of Structure and Process

Gecan (2004) of Industrial Areas Foundation (IAF) argues, “Power...the ability to act...still comes in two basic forms, organized people and organized money” (Boyte

2004, p. 54). However, Gecan neglects to add the flow of information and communications to his framework describing power as “organized knowledge” (Boyte,

2004). The awareness and understanding of organized knowledge between school personnel and families related to relationship building practices (structure; processes) are essential to acknowledging inequities, managing attitudes, boundary setting, and identifying communication patterns (Becker & Epstein, 1982; Epstein, 2001; Epstein et al., 2002).

Along the career educational pipeline, Sull (2007) relates a specific framework for social and political power—he argues, business success and leadership power align parallel and schools are no exception. Sull (2007) believes, “One of the most promising new ways to approach positive relational interaction is viewing the organization not as a hierarchy of power, or a bundle of processes, but rather as a network of commitments to get things done” (Chowdary 2008a, 2008b, 2008c; Sull 2007, p. 18).

The perception of trust is critical to building positive interactions, yet trust- building activities are often misunderstood and/or misaligned. Trust is a broad topic of concern that involves the understanding of power and communication structures.

Interaction between school personnel and families can be daunting and, it is usually approached with anticipation and nervousness (Dorn 1987). Facing the unknown with anticipation is a common and shared experience—In light of this common school

93 experience and before school leaders can begin to teach, learn, and connect with families, focus on the first family-school interaction is one of the most important teaching practices to consider (Kim, 1992, 2004; Lee, 1989, 1990; Wallace, 1908; Wong, 1998).

Figure 15: Conceptual Framework12: Establishing Trust-Relationships

Wong (1998) believes, “…before a teacher can teach, the teacher must create an environment suitable […] to master their learning objectives…” (p. 42) the importance of the “first interactions” are the most critical to setting the tone for teaching and learning. His lectures, and video series, “The First Days of School” is created for the induction phase and specifically as a pre-curser for teacher training, emphasizing, “The first day of school or a class—will make or break a teacher [school personnel]” (p. 43).

The evidence suggests, setting the tone and establishing trust-relationships with families at the beginning of any school year or course significantly aligns with teacher-school effectiveness in the classroom. In other words, the process of teaching and learning is greatly diminished or enhanced by factors related to building trust, such as cultural awareness (environment and social norms), structure (context, practice, and strategy), and leadership (teacher power/authority, and effectiveness (Boyte, 2004; Covey, 2012;

Covey, M. 2012; Ladson-Billings, 1995a, 1995b, 1995c; Pfeffer, 2010; Valenzuela,

1999) (Figure 15).

Similarly, Mugleston (1989) says if we want to make a connection and create positive relations with families, he argues the first day of interaction is the most challenging and most important of any other day and strongly suggests sharing stories and anecdotes to demonstrate the subjects’ connections to real people, and real life. The subject of perceived student success is at the forefront. How do underrepresented cultures and marginalized families in rural communities perceive student success? Does perception vary across the educational pipeline? The path to understanding a family’s values, beliefs, and attitudes often begins with the first interaction.

The understanding of generational patterns of values, beliefs, and attitudes, including attention to contextual interactions is significant for educators and families for the following reasons: 1) the continued trending of low academic success of underrepresented cultures and marginalized populations; 2) social and economic disparities in rural areas; 3) concerns of social/emotional trauma within diverse populations; 4) lack of quality educational access, including resources and support

services and; 5) life quality related to a sense of family and community well-being

(Benson, 2012; Cole & Griffin, 1987; McCall, 2005; Misztal, 2011; Rothman, 2017;

Rury, 2005; Steinhauer, 2015; Suzuki & Valencia, 1997).

Dorn (1987) suggests, “…the first day of class [interaction] is an encounter

among strangers who develop a definition of the situation as they perceive each other” as onlookers, not yet fully connected to each other or the environment (p. 61). Dorn is searching for the problematic habits and customs school personnel take for granted on the first interaction and expose the correlations to the effectiveness of teaching and learning.

He also believes the first day of class or first interaction with learners and families means a lot of different things to a lot of different educators [and families] (Dorn, 1987;

Mugleston, 1989).

How we establish high-trust environments and processes for teaching and learning

largely depends on how much weight we place on care-based relationships (Moore, 2009;

Noddings, 1992). According to Arao & Clemens (2013), we begin with not only creating

a safe space of non-judgment but developing a “brave space” for sharing important

academic content and socially relevant dialogue. For example, establishing norms for the

classroom, on the first day, provides a structure for consistency and confirms

expectations in turn it begins building trust-foundations for difficult conversations

(Ladson-Billings, 1994, 1995a, 1995b, 1995c; Tharp et al., 2000; Valenzuela, 1999).

Scholars, believe, trust-building dialogue requires us to share and embrace our stories

(Mugleston, 1989). It is important to share the turning points of our individual

experiences in relationship to the larger story—finding relevance, common ground, and

understanding is essential to building community and trust (Covey, 2012; Covey, M.

2012; Eisner 1998, 1994; Kim, 1992, 2004; Lawrence-Lightfoot & Davis, 1997; Palmer,

1993).

This conceptual framework (Figure 16) is used to organize and understand the

complexity of these elements as important background variables, identified as socially constructed variables relating to social, emotional, and economic well-being

(Horkheimer, 1972). Concepts such as critical theory, standpoint theory, and the educational practice of culturally responsive pedagogy should also be considered as notions, theories, and educational practice that shed light on what we already know and use to support underrepresented cultures and marginalized families. Conceptually, these

concepts filter the light (energy) above the tree and provide the fuel for educator and

family interaction necessary for the tree to grow; in turn these interactions can

dramatically influence and/or inform the overall sense of a family’s well-being at its

roots—the self-creation of meaning through experience (Creswell, 2013; Tharp et al.,

2000; Vocate, 1991 1994).

Depending on the light source, the quality of the soil, and patterns of familial

influences, in the final analysis, these factors are important tools used to understand the

complexity, development, and state of individual and family perception. Every family is

unique and like trees they are shaped and conditioned within different environments

during their early years, yet they continue to develop, reshape, and adjust to the light

source and soil nutrients available as they mature (Figure 16).

Figure 16: Conceptual Framework13: What We Already Know

Gaps in the Literature

How, where, and why does low academic representation of minority populations across educational pipelines begin? This study examines how underrepresented cultures and marginalized families’ in rural communities perceive success across educational pipelines. Although there is an extensive body of literature on educator and/or teacher- centered perspectives of academic success; deeply, held perceptions (values, beliefs, and attitudes) of families are rarely mentioned regarding school success within or across educational and career pipelines. Additionally, there are many discussions and quantitative 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. Other important background considerations include social, emotional, and economic intersections that influence the development of family perceptions of success across educational pipelines. However, the factors that contribute to the problem of low academic representation of minority populations across educational pipelines continue to persist. The one factor most often neglected and/or lacking in many of these discussions and reports is the inclusion of the family voice on perceptions

(values, beliefs, and attitudes) related to student success.

Conclusion

Cultural gaps identified between educators and families remains salient along the

entire educational pipeline. The problem is systemic of our structures and processes

influenced by dominate culture, power, and roles related to social authority or control.

Studies and reports illustrate cultural gaps of educators’ understanding of White

privilege, racism, and oppression which often creates an ineffective process that

exacerbates the struggles of underrepresented minority groups (Valencia & Suzuki,

2001).

Other factors include individual learner and family characteristics, social

organizational structure (McGanahan et al., 2004), job/career access (McCaul, 1989), and

community/school risk factors (Paasch & Swaim, 1995). In short, family attributes,

including values, beliefs, and attitudes, account for differences between rural and urban

areas. It is also reported that gender, family assets, biological parents, and maternal

attributes are often main determinants of securing equal educational and career

99 opportunities among underrepresented cultures and marginalized families (Fine, 1991,

2003; Kostandini & Jordan et al., 2012).

This study examines how underrepresented cultures and marginalized families’ in rural communities perceive success across educational pipelines. Systemic issues are often clarified by deconstructing the larger issues. This study explores the deeper views and perspectives of the family voice; adding awareness to a deeply complex issue that continues to negatively trend as low academic outcomes. Based on this body of literature contextual interactions between educators and families should be viewed as powerful components to consider for future outcomes related to student success.

100 Chapter Three: Methodology

The previous chapter provided foreground and background frameworks and research-based support that inform the descriptions and development of family perceptions relating to success in school, as well as guide the interpretation of results.

The conceptual framework I developed is used as a tool to organize and understand the complexity of these elements as important foreground and/or background variables.

To allow for the full understanding of the phenomenon I have applied inquiry methods of critical autoethnography, in an effort to foreground the researcher’s subjectivity rather than repress it, that involves self-observation, reflexive investigation

(Boylorn & Orbe, 2014) and portraiture, in the effort to “...capture the richness, complexity, and dimensionality of human experience in social and cultural context, conveying the perspectives of the people who are negotiating those experiences”

(Lawrence-Lightfoot & Davis, 1997, p. 3). I demonstrate this conceptual framework through critical autoethnography and portraiture. Foundationally, transcendental phenomenology serves as the appropriate methodological process for this research; as it proposes to search for an understanding of the meaning of participants’ experiences within the context of a specific situation, or timeframe (Creswell, 2013, 2014; Creswell

& Plano, 2010; Moustkas, 1994).

Concepts such as critical theory, standpoint theory, and the educational practice of culturally responsive pedagogy are considered as notions, theories, and educational practice that shed light on what we already know and use to support underrepresented cultures and marginalized families. Conceptually, these concepts filter the light (energy) above the tree metaphor (Figure 1, p. 13) that provides the fuel for educator and family interaction necessary for the leaves to grow; in turn each unique individual or group interaction dramatically influences and/or informs the overall sense of a family’s well- being at its roots—the self and family creation of meaning through a cyclical process of heartfelt interactions and experiences (Creswell, 2013, 2014; Creswell & Plano, 2010;

Moustkas, 1994; Tharp et al., 2000; Vocate, 1995).

The overall goal to gain an understanding of underrepresented cultures and marginalized families’ perceptions of student success across educational pipelines within the context and lens of family well-being (values, beliefs, and attitudes) in a rural community is reflective of three 45-minute semi-structured interviews that have been conducted with 3 separate, culturally, and economically diverse families within the

Morgan County School District, RE-3, in the state of Colorado. Artifacts have been collected during each interview in alignment with each family’s feelings, interactions, and/or representation of their perception(s) of educational success.

Purpose of Study

The purpose of this study is to examine how underrepresented cultures and marginalized families’ in rural communities perceive student success across educational pipelines. The central research question identified from the literature for this study is:

How do underrepresented cultures and marginalized families in rural communities perceive success across educational pipelines?

Sub-research questions include:

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1. How do family values, beliefs, and attitudes (family perceptions) inform student

success in school?

2. How do the families’ understanding of school values, beliefs, and attitudes inform

family perceptions of student success in schools?

(Appendix B; Appendix C).

Interview Question Development

As researcher-practitioner partnerships gain increasing prominence it is essential

for all stakeholders and funders to understand the work generated from these

partnerships. As research priorities are developed in response to district and/or state

needs (Coburn, 2016; Coburn et al., 2013) a research framework (the analysis of four

types of questions) for developing and understanding the priority and actionable

interview questions is utilized (Fowler, 1995; Thompson et al., 2017) (Table 1).

Interview Question Framework (Conceptual)

Type Frequency Definition Examples

Data Quality

Information Gathering

Evaluation

Design

Table 1: Interview Question Framework (Conceptual)

Identifying the persistent problems of practice typically reflects the interactions

that benefit both researchers and practitioners. As the researcher, identifying the problem

of practice is the first step; minimizing the gap between the problem and specific

questions to explore is the second step. Remaining aligned with the primary research

question is the third step. Thompson et al. (2017) suggest a research framework allowing 103 for a series of qualifying factors and questions to serve as a guide for researcher- practitioner partnerships, such as: How could we act on what we learn from asking

[answering] this question? (Table 1).

The attached list of interview questions required several formal and informal iterations, reflections, stages, and processes to accomplish: 1) four face-to-face partnership meetings were held over a period of several months; 2) between face-to-face meetings online discussions related to the problem of practice lead to the shaping of a list of factors. Factors fell between a sphere of interest and a sphere of action— considerations of interest and/or action determined the direction, order, and priority of each question for both researcher and practitioner; 3) related survey research and results of past researcher-practitioner surveys were analyzed; 4) a list of interview questions was then developed, reviewed, and edit over a period of several weeks; 4) efforts were made during each revision to keep interview questions aligned with the primary research question and framework (Table 2); 5) alignment was guided by several additional reviews, reflections, edits, and revisions by researcher, practitioner, and multiple advisors.

The objective of this framework of inquiry was to ensure the collection of relevant data is gathered to answer the central research question for this study: How do underrepresented cultures and marginalized families in rural communities perceive success across educational pipelines? The goal of question development using this framework was to maximize the quality of data collected for future researcher- partnership collaboration. Finding and minimizing the distance between the question and

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the objective is a tenuous process, another part of this process was to ensure the

participants had the same understanding of what is to be reported—to report the family

perceptions of school/educational success through the examination of generational

patterns of values, beliefs, and attitudes.

The questions (Column 1; Table 2), supported with scholarship (Column 2; Table

2), were designed to elicit the ‘hopes and dreams’ of the family related to the educational

pipeline. Perception viewed as subjective data involves complex elements (collection

and interpretation) of family values, beliefs, and attitudes, including social and

emotional traits and characteristic that are influenced through socio-economic status,

language barriers, and social support (Yosso, 2005). The researcher also gathered

evidence of self-efficacy and competency (Column 3; Table 2) within the family setting

reflective of social and emotional well-being (Column 4; Table 2). Each question aligned

with family perception of student/educational success in school is explained by family

personal and historical intersections of culture. Explanations have been excavated

through overlapping moments (units of transmission) involving indirect actions, group,

and/or personal interactions with educators (Table 2; Appendix C).

Interviews Question and Sub-Questions

1. Please share a story about your family and your background.

2. Describe your first meeting with people from your child/ren’s school.

3. What goals do you have for your child/ren?

4. What ways are the goals you have for your child/ren in school supported?

5. Describe your child/ren’s strengths.

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6. What would help make you feel more comfortable or included regarding educational

decisions (or community activities) at your child/ren’s school?

7. Is there anything else you would like to share?

Interview Question Framework (Adapted)

Data Quality

Position of Interviewee(s) in Family Age/Gender Role of Interviewee(s) in Family (level of education; first language) (decision-maker; translator; provider)

Research Questions Column 1 Column 2 Column 3 Column 4 Information Gathering Rationale for Evidence of Reflection / Question | observed leadership Relation to Model Reference to traits or competency. of Well-being Literature How does it look within this family setting? Social and Family History (Values, Collect general Beliefs, and Attitudes) information about the social and emotional history of the family (Hoerner, 2001; Thompson, 2016) 1) Please share a story about Sub-RQs: RQ: How do your family and your 1) How do family values, beliefs, and underrepresented background. attitudes (family perceptions) inform cultures and  Describe a normal day in student success in school? (cultural marginalized your school, work, or competency, beliefs, values, and families in rural community. attitudes) communities  Would you describe a few perceive success positive and negative Why do families want their child/ren to across educational aspects about living in a go to school? pipelines? rural community?  Please provide (or think What specific interactions with educators about) a picture, story, or inform family perceptions of student other artifact that success in school? represents your family culture (5d). 2) Describe your first meeting with people from your child/ren’s school. 106

 How did you feel during this interaction?  In what ways do you feel your relationship between you and your school is effective?  Please share a challenge or barrier you face daily. 3) What goals do you have for your child/ren?  What is a typical concern you have about your child’s work (progress) in school? Evaluation (Effect of Collect general Process) information about the families’ experience with relationships, advocacy, and/or assumptions (Renzulli, 2011; Thompson, 2016; Valdes, 2003) 4) What ways are the goals Sub-RQs: RQ: How do you have for your 2) How do the families’ understanding of underrepresented child/ren in school school values, beliefs, and attitudes cultures and supported? inform family perceptions of student marginalized  How do your children feel success in schools? (organizational families in rural about their school? culture, structure, process) communities  Describe how your perceive success children engage/interact How do school personnel present, deliver across educational with their teachers? and/or demonstrate their cultural pipelines?  How do you and your competency? family engage/interact with your What messages do families receive from school/community? educators relating to success in school? 5) Describe your child/ren’s strengths.  With whom do you make decisions regarding your child’s goals and/or progress? Can you describe the process?  In what ways are your child/ren’s strengths and needs supported at school? Design (PPP/Continuous Collect general Improvement) information about the families’ experience with structure, process, 107

and/or meaning (Lockwood, 2007; Thompson, 2016) 6) What would help make Sub-RQs: RQ: How do you feel more 1) How do family values, beliefs, and underrepresented comfortable or included attitudes (family perceptions) inform cultures and regarding activities or student success in school? (cultural marginalized educational decisions at competency, beliefs, values, and families in rural your child/ren’s school? attitudes) communities  In what ways are you perceive success comfortable advocating Why do families want their child/ren to across educational for your child? go to school? pipelines?  Please provide a picture, story, or other artifact that What specific interactions with educators represents your family inform family perceptions of student culture? Explain the success in school? meaning of this artifact. 2) How do the families’ understanding of school values, beliefs, and attitudes inform family perceptions of student success in schools? (organizational culture, structure, process)

How do school personnel present, deliver and/or demonstrate their cultural competency?

What messages do families receive from educators relating to success in school?

Closing (Follow-up) 7) Is there anything else you would like to share?

Table 2: Interview Question Framework (Adapted); (Fowler, 1995; Thompson et al.,

2017) (Appendix C)

Rationale of the Study

Specifically, the researcher examines the gaps that exist between the notions of traditional and non-traditional success in school. Why does low academic representation of minority populations exist across the educational pipeline? Where does it begin and how does it manifest into adulthood and career opportunities?

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Based on current scholarship, there are numerous internal and external factors that contribute to this problem; there is evidence supporting the existence of explicit and implicit school/classroom norms and/or educational agendas may inadvertently contribute or influence the outcomes of student success. One important factor that is often neglected in many studies and reports is the inclusion of the family voice and their perception related to student success in school and outside of the school environment.

Studies may mention family perception in relation to family engagement, collaboration, and/or involvement in decision-making processes; or activities (Wright,

2009) or scholarship is often reported from a school personnel/teacher, or student- centered perspective, rather than a family-centered perspective. Deeply held values, beliefs, and attitudes of families are rarely mentioned regarding perceptions of school success, social norms, or educational agendas within or across the educational pipeline.

Acknowledging and understanding the family voice regarding family perception of educational success across the educational pipeline is vital to understanding the larger problem of low academic representation of minority populations.

Study Setting and Participants

The site of this study takes place within the Morgan County School District, RE-

3 (MCSD) in the state of Colorado (Figure 17). A total eighty-four percent (84%) of

Colorado districts are considered rural and frontier regions comprising 20% of the state pupil enrollment (R4R, 2017, 2018). In addition, diversity of rural areas encompasses vast disparities of economy and a high degree of poverty. In 2018, MCSD received a ranking of 32 of 171 for most diverse school districts in Colorado (Niche, 2018).

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Figure 17: Colorado BOCES (Boards of Cooperative Educational Services) and

Regional Service Areas (RSAs)

Student demographics in this area reflect English language learners (ELL), a large local Hispanics/Latino population, and a growing East/West African population

(Hesbol et al., 2017, 2018); from a total of 3,142 students in the district there is a student-teacher ratio of 16:6, and 67.7% of these students are considered free or reduced lunch (FRL) status (Niche, 2018; Table 3). Student diversity in 2018 reports: 60.8%

Hispanic, 32.9% White, 4.2% African American, 1.1% Multiracial, 0.5% Native

American, 0.4% Asian, 0% Pacific Islander, 48% Female and 52% Male (Niche, 2018;

Census Reporter, 2018; Table 3). Unfortunately, other than student-teacher ratio, specific demographic data regarding diversity of school personnel is lacking or is publicly unavailable.

According to census data from 2016, total population in the Morgan area was

16,725; 50% male, 50% female. Overall race and ethnicity in 2016 is reported as: 55% 110

White; 39% Hispanic; 5% African American; 1% Native American; 1% Asian (Census

Reporter, 2016; Table 3).

Table 3: 2018 Student Populations at Morgan County School District RE-3 (Census

Reporter, 2018; Niche, 2018;).

Morgan County School District RE-3 is considered a rural distant district where the largest population center within the boundaries of the district is fewer than 25,000.

Morgan County School District RE-3 fits the established criteria within the conceptual model which includes: 1) a large local Hispanics/Latino population; a growing

East/West African population, and English language learners (ELL) (Hesbol et al., 111

2018); 2) a high student/family diversity ranking (Niche, 2018; Table 3) and; 3) 67.7%

of MCSD students are considered free or reduced lunch (FRL) status (Niche, 2018;

Table 3).

Supporting the criteria of this study, Right4Rural (2017, 2018) in Colorado has

identified critical factors that influence the identification or under identification of

underrepresented gifted and talented (GT) students in rural Colorado districts including

Morgan County School District, RE-3. Similar factors such as the influence of values

and beliefs relate and/or are interconnected to the parameters of this study that

underlines the concepts and/or concerns of influence (power), group influences

(structure), and development of self with others’ (leadership). In a broad sense, emergent

categories are reflective of transformative leadership theory related to change, structure,

and self-efficacy (Tucker et al., 2002, 2005).

According to mid-term data Right4Rural (2017, 2018) identified three primary

baseline persistent problems of practice:

1) Ability to identify GT students accurately and consistently (unclear process or

procedure)

2) Ability to increase schoolwide awareness and knowledge of GT programs/process

(Community and family engagement; underrepresentation of various groups)

3) Ability to provide consistent supports, follow-up services, and communication

(Collaboration between school leadership; cultural awareness) (Hesbol et al., 2018)

Overall, Right4Rural (2017, 2018) preliminary data from surveys, workshops,

and observations illustrated a growing concern and global need for cultural alignment,

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structural consistency, and family outreach. Emergent themes suggest effective

professional development work is needed in rural areas, specifically 1) the need to

address school personnel alignment with cultural competency skills, 2) better

identification of cultural patterns, and 3) increased awareness of social/emotional issues

contributing to under identification and/or misidentification of underrepresented learners

(Hesbol et al., 2018; Right4Rural, 2017, 2018).

Relevant to this current research preliminary mid-term data from Right4Rural

(2017; 2018) demonstrates a need for focused alignment and systematic professional

development in best practices. Subsequently, addressing the larger framework of student

achievement and family perceptions of educational success is critically relevant to

continuous research and results of this current study.

Participants

Volunteer family participants for this study meet the diverse population

parameters described in the inclusion criteria check list (Table 5). As described, Morgan

County School District, RE-3, (MCSD) supports a ‘majority minority’ population of

Hispanic families; White and/or Multiracial families who represent a third of the area

population, and a growing minority East/West African population are reflected as

volunteer participants (Table 4; Appendix M).

Volunteer Family Participants

Data Quality – FAMILY 1

Position of Interviewee(s) in Family Age/Gender Role of Interviewee(s) in Family (first language: English; decision-maker) (level of education; provider; translator*) Girlfriend/Mother (GF)-White F/27 Unemployed-GED-Ft. Morgan Native Son1’s (Father/Boyfriend)-White M/36 Employed- HS Drop-Out Son 2/s Father/(Uncle)-White M/39 Unemployed-HS Drop-Out Son 1 (Son1)-African American Mother M/16 High School-Online, Baker, Pioneer 113

Son 2 (Son2)-White M/14 Middle School GF’s Daughter-not present-Latino Father F/8 Elementary School/Columbine GF’s Son-not present-Latino Father M/4 Kindergarten

Data Quality – FAMILY 2

Position of Interviewee(s) in Family Age/Gender Role of Interviewee(s) in Family (first language: Spanish; decision-maker) (level of education; provider; translator*) Mother-Latina (ELL) F/35 Employed-Grocery Retail-ELL Student Father-not present-Latino M/37 Employed-Construction-Drop-Out Mother’s Sister-not present-Latina F/24 Employed-Grocery Retail-ELL Student Daughter [Child 5]-Latina-(Bilingual) F/18 High School* Child 1-Latina F/12 Middle School Child 2-Latina F/10 Elementary School/Green Acres Child 3-Latino M/14 Middle School Child 4-Latina F/8 Elementary School/Green Acres

Data Quality – FAMILY 3

Position of Interviewee(s) in Family Age/Gender Role of Interviewee(s) in Family (first language: French; decision-maker) (level of education; provider; translator*) Mother-Benin West Africa/Beninese F/35 Employed-Teacher Asst. @ Columbine (Bilingual)-Law Degree in Benin (ELL) Elementary School-MCC Student Father-Benin West Africa/Beninese M/39 Employed-MCC Work Study-Accounting (Bilingual)-Accounting Degree in Benin (ELL) -MCC Student Son1 [child 1]- Beninese-(Bilingual) M/21 Metro State University-Denver Son2 [child 2] - Beninese-(Bilingual) M/17 High School Daughter1 [child 3] - Beninese-(Bilingual) F/16 High School Son3 [child 4] - Beninese-(Bilingual) M/14 Middle School Daughter2 [child 5] - Beninese-(Bilingual) F/12 Middle School/Elementary-Green Acres British English is taught as a second language in Benin, West Africa.

Table 4: Volunteer Family Participants (Appendix M)

Sampling

Intentional sampling or purposive sampling was used to allow the researcher to

identify a small and specific group of family participants. Participants for the study were

directly identified and selected, in alignment with the inclusion criteria check list, by the

researcher using the method of snowball sampling. (Creswell, 2013, 2014; Saldana,

2016; Terrell, 2012) (Table 5).

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Selection Procedure

To establish rapport with the families, and if necessary, an informal pre-interview meeting for discussion of the study was arranged to determine willingness to participate, level of comfort, need for a translator, and/or any other special needs necessary to fully conduct the interview within the allotted timeframe. The place and time for pre- interview meetings was dependent and determined by the family members’ pending their comfort level; possible locations included the participant’s home, workplace, a local coffee shop, local park, public library, or local restaurant.

Pending family (2-5 participants from each family/possible 6-15 total family member participants) agreement an interview location (preferably the participant’s home) and time (when the family is available) was established and arranged. At the interview site, the researcher explained the informed consent (Appendix F), addressed any questions and/or concerns from the family regarding confidentiality, potential harm, process, and/or results. After signatures were obtained from volunteer family members, the interview commenced. If at any point a family decided to withdrawal from the interview or study, again a snowball sampling process was implemented via direct referrals and/or personal connections through community locations, events, and/or activities.

Following each interview, the family received 1) a gift card ($50) of appreciation for the local Walmart store and; 2) a follow-up phone call and/or email to schedule a face-to-face meeting to member-check transcripts for accuracy (Appendix G).

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Inclusion Criteria

This site was chosen for three primary reasons: 1) based on its high ranking of student and family diversity; 2) based on recent research (R4R, 2017, 2018) the district reflects a growing and/or maturing awareness of cultural competency and finally; 3) the

Morgan County School District, RE, aligns with the persistent problems of practice relating to low academic achievement based on an average graduation rate of 68%

(percentage of 12th graders who graduated per Colorado data); 33% reading proficiency

(percentage of students that scored at or above proficiency levels on their state reading/language arts assessment); 22% math proficiency (percentage of students that scored at or above proficiency levels on their state math assessment); resulting with an overall C- rating based on SAT/ACT scores (Census Reporter, 2018; Niche, 2018).

Research data is comprised of three culturally, and economically diverse families

(Table 4) who live, yet do not necessarily work in the Morgan County School District,

RE-3, (MCSD). Volunteer participants (Table 5) for the study were directly identified and selected by the researcher using the inclusion criteria check list. Each family met all four inclusion criteria points and at least two out of six additional parameters (Table 5).

Upon the initial selection of three families and two alternate families, the researcher delivered potential participants a personal invitation to participate in the study by email, phone, and/or face-to-face interaction (Appendix D). If any of the initial families declined to participant snowball sampling continued to be implemented via direct referrals and/or personal connections through community locations, events, and/or activities (Appendix E).

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Combined family participants met almost every inclusion criteria requirement.

The only exceptions are two families who did not meet Newcomer status and one family

who does not identify as an English Language Learner (ELL) (Table 5; Appendix H).

Family Family Family Inclusion Criteria (4 of 4) 1 2 3 1. Currently have child/ren attending Morgan County

School District-R3 (Columbine, Green Acres, or Pioneer) 2. Self-identify as Hispanic, African American,

Multiracial, Native American, Asian 3. Consistent interaction with school personnel

(Ranging 1-3x/wk or 1-3x/m on average) 4. Share a family artifact that can be photographed

during the interview (i.e. photo, artwork, crafts, letters, etc. that represents your feelings about school success.

Parameters (2 of 6) 1. Qualify for Free or Reduced Lunch Program 2. Newcomer Status - - 3. Self-identify as an English language learner -

4. Extended family members living in household

5. Extensive community involvement

6. Child/ren in middle/high school and/or college/career

Table 5: Inclusion Criteria and Parameters (Appendix H)

Inclusion Criteria (4 of 4)

1. Family selection was contingent on at least one child/ren attending a Morgan County

School District-R3, (MCSD) (Appendix A) elementary school (Columbine, Green

Acres, or Pioneer). Based on the literature perceptions begin to form in early childhood

and; keeping within a situational context establishing at a common foundation of

discussion is important for this study.

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2. Family selection was contingent on interested participants to self-identify as a family

who represents one of the following demographic reflective of the district student

diversity in 2018: 60.8% Hispanic, 32.9% White, 4.2% African American, 1.1%

Multiracial, 0.5% Native American, 0.4% Asian, 0% Pacific Islander, 48% Female and

52% Male (Census Reporter, 2018; Niche, 2018) for semi-structured interviews.

As participants demographically self-identify the researcher made every effort to select

families that are reflective of the Morgan County School District, RE-3, (MCSD)

(Appendix A) three individual families from three different ethnic demographic

categories (Appendix H).

3. Family selection was contingent on family self-disclosure of a consistent and/or on-

going pattern of interaction with school personnel (i.e. 1-3x weekly or 1-3x monthly on

average). It was important to have consistent contact with educators (others) to establish

a pattern of interaction in order to form or base a theme of perception.

4. Interested participants were asked to share a family artifact that can be photographed

during the interview (i.e. photo, artwork, crafts, letters, quote, etc.).

Parameters (2 of 6)

1. Qualify for Free or Reduced Lunch Program (FLP).

2. Newcomer status defined as a) any learner whose presence in the host country amount to

one year or less; b) any learner who is, or will be, receiving educational service in a

language other than their native tongue; and c) any learner who may not demonstrate

English language proficiency (El Yaafouri, 2017, 2018).

3. Self-identify as an English language learner (ELL).

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4. Extended family members living in household. Represents a collective group of people

related by consanguinity, affinity, or co-residence. Including members of a household or

extended family structure that may include spouses (including same-sex partners),

parents, brothers, sisters, sons, daughters, grandparents, aunts, uncles, cousins, nephews,

nieces, friends, and/or in-laws by marriage.

5. Self-disclose regular community involvement relating to school and/or community

volunteer activity.

6. Also have child/ren in middle/high school and/or college/career.

As participants demographically self-identify, the selection goal was to select a

diverse representation of family cultures, every effort was made to select three individual

families from as many listed criteria parameters as possible.

Volunteer families represent culturally and economically diverse backgrounds

that reflect multiple educational perceptions that span the educational pipeline from

elementary, middle school, high school, college, and college degree, including GED,

online, and dropout status (Table 6; Appendix L).

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39 39 39 40 37 36 35 35‐o 35 35

30 27 24 25 21 20 18

Age 17 16‐o 16 14 14 14 15 12 12 10 10 8 8

4 5

0 0 2 4 6 8 10 12 14 16 Educational Pipeline (Grade Level)

Table 6: Educational Pipeline | Three culturally and economically diverse families across the educational pipeline (Family 1 ; Family 2 ; Family 3 ; Dropout;

GED; College; College Degree, o-online) (Appendix L)

Data Collection Procedures

Recruitment and Interview Protocol

During the entire volunteer process participants and/or community members encountered at least 5 significant touch points spanning a timeframe of approximately

1.5 to 2 months.

1) Initial introduction of the study via recruitment flyers (Appendix E) and/or initial personal contact with the researcher.

2) Participants comfortable with responding and/or discussing self-identifying questions (Appendix H; Appendix E) were considered for the study.

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3) Possible pre-screening, a location was scheduled.

4) At the interview site researcher and participants reviewed the consent

and interview process (Appendix I).

5) Follow-up phone call and/or email to schedule member-check meeting

(Appendix G).

RECRUITING and SELECTION PROCESS:

 Recruitment flyers (Appendix E) were posted and distributed in public areas i.e. local

public library, community center bulletin boards, community bulletin boards, and public

community events.

 Participant contact information was obtained (asked for) by the researcher during a face-

to-face connection, contact information was also obtained through community member

referrals, and/or contact information was obtained from an email inquiry or phone call

by an interested participant or community member.

 During initial face-to-face, telephone, and/or email contact with interested participants

they were asked if they self-identify with the information printed on the recruitment

flyers (Appendix E). Participants for the study were directly identified and selected by

the researcher using the inclusion criteria check list (Appendix H; Appendix E).

 Upon the initial selection of three families and two alternate families, the researcher

delivered potential participants an invitation to participate in the study by email, phone,

and/or face-to-face interaction (Appendix D)

 An informal pre-interview meeting for discussion of the study was arranged, as

necessary, to determine willingness to participate, level of comfort, need for a translator,

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and/or any other special requirements necessary to fully conduct the interview and

artifact collection within the allotted timeframe (Appendix D; Appendix E).

 The place and time for a pre-interview meeting was dependent and determined by the

family participant’s comfort level; possible locations included: the participant’s home,

workplace, a local coffee shop, local park, public library, or local restaurant.

 Pending participant agreement an interview location (preferably the participant’s home)

and time (when the family is available) was established and arranged.

 If any of the initial families declined to participant snowball sampling was continued,

implemented via direct referrals and/or personal connections through community events,

locations, and/or activities (Appendix E).

 At the interview site, the researcher explained the informed consent (Appendix F) and

addressed any questions and/or concerns from the family regarding confidentiality,

potential harm, process, and/or results.

 After signatures were obtained from family participants the interview and artifact

collection commenced. If at any point a family decided to withdrawal from the interview

or study a snowball sampling process was implemented via direct referrals and/or

personal connections through community events, locations, and/or activities.

 Following each interview, the family received 1) a gift card ($50) of appreciation for the

local Walmart store and; 2) a follow-up phone call and/or email to schedule a face-to-

face meeting to member-check transcripts for accuracy (Appendix G).

Family participants:

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 Agreed to one 45-minute in-depth semi-structured interview, conducted by the

researcher, with 2-3 participating family members (over 18 years of age) as named on

the consent form and/or with parent permission.

 Agreed to have interviews audio taped.

 Agreed to the collection and/or picture of a personal (family) artifact(s) of expression

relating to research question one (Appendix B; Appendix K).

 Agreed to pseudonyms that will be used to protect their identities.

 Agreed that transcripts will be member-checked for accuracy.

 Agreed that transcripts from the interview will be analyzed for codes and common or

collective themes.

As the researcher, discovering the themes that unite the subjects’ accounts of the

phenomenon related to family perceptions of school success, it was imperative to

establish a fair, respectful, and trusting rapport with family participants. A trusting

relationship had to exist prior to the uncovering of any contextual and/or personal family

data.

It was critical to remain respectful of varying viewpoints (subjective truth) that

arose from interactions with multiple family members. The relationship between these

close interactions aligned with a qualitative approach involving an understanding of the

lived experiences of a family group and in answering the research question (Creswell,

2013, 2014; Saldana, 2016) (Appendix I).

The end goal focused on deciphering and extracting; arriving to an understanding

of common experiences and; examining how rural families’ values, beliefs, and attitudes

123 inform the notion of educational success across educational pipelines—allowed the conceptual framework (Figure 1, p. 13) to be used as a guide to organize and understand the complexity of this phenomenon.

Research Timeline

Table 7: Research Timeline (Appendix J)

Week 1: Participant Selection

Week 2: Participant Invitation

Week 3: Interview, Follow-Up, Transcribe

Week 4: Interview, Follow-Up, Transcribe

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Week 5: Interview, Follow-Up, Transcribe

Week 6: Follow-Up, Member-check, Transcribe

Week 7: Follow-Up, Member-check, Transcribe Code

Week 8: Follow-Up, Member-check, Transcribe Code, Analysis

Week 9: Follow-Up, Code, Analysis, Results

Week 10: Code, Analysis, Results, Write-Up

Week 11: Code, Analysis, Results, Write-Up

Week 12: Analysis, Results, Write-Up

Week 13: Analysis, Results, Write-Up

Week 14: Review

(Table 5; Appendix J)

Data Collection Design

A convergent parallel design of collection was used to answer the research question of: How do underrepresented cultures and marginalized families in rural communities perceive success across educational pipeline. Convergent Parallel Design

(DeCuir-Gunby & Schutz, 2017)—strands are tentatively of “equal value”—strand collection was simultaneous and concurrent. Interview data (purposeful selection) and artifacts (random collection) was collected during the same time frame; one means of data collection is not dependent upon the other, and data sources served to corroborate or contradict each other as a form of creating cultural meaning. Artifact collection and semi-structured interviews were conducted to establish a baseline perspective to

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understand families’ behaviors and attitudes based on individual and collective

perspectives and/or attitudes of values and beliefs (Table 7; Appendix K)

Data Table

Qualitative data collection & analysis Corroborate or Contradict | ESSENCE OF Creation of PARTICIPANTS’ Meaning Artifact

collection & analysis Table 8: Data Table (Appendix K)

Collection Procedures

Procedures assured confidentiality of responses and effectively communicated

that privacy protections are in place to:

 Minimize the use of names or other identifiers.

 Keep ALL data secure.

 Keep unauthorized researchers from completed survey data.

 Ensure IRB protocols are up to date.

 Communicate clearly the priority of response accuracy and timeline.

 Reduce and/or clearly explain the role of the researcher in the interview and data

collection processes.

Research Design

Using the methodology of phenomenology as a guide, data was analyzed and

coded to identify emergent and descriptive themes—not to necessarily generalize or

predict, but to interpret how families’ values, beliefs, and attitudes influence the notion

126 of student success (Connelly, 2013; Creswell, 2013, 2014; Creswell & Plano, 2010;

Glesne, 1999; Lawrence-Lightfoot & Davis, 1997; Schubert, 1980, 1986; Schultz, 2008;

Schwab, 1971, 1983, 2013).

In the efforts to generate a conscious sensitivity to the method that best serves this purpose I have applied multiple methods of inquiry allowing for the full understanding of the phenomenon (Schubert, 1980, 1986; Schwab; 1971, 1983, 2013).

This conceptual framework is demonstrated through 1) personal narrative or critical autoethnography that involves self-observation and reflexive investigation to express intangible and complex experiences and feelings to enhance research counter and/or aligned to dominate culture and social discourse (Boylorn & Orbe, 2014) and; 2) portraiture, in the effort to “...capture the richness, complexity, and dimensionality of human experience in social and cultural context, conveying the perspectives of the people who are negotiating those experiences” (Lawrence-Lightfoot & Davis, 1997, p.

3).

Foundationally, transcendental phenomenology serves as the appropriate methodological process for this research; as it proposes to search for an understanding of the meaning of participants’ experiences within the context of a specific situation, or timeframe (Creswell, 2013, 2014; Moustkas, 1994). This methodological approach demonstrates a rigorous, qualitative, interpretive framework that reflects itself through the understanding of interactions between educators and marginalized families in rural communities.

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Overall, this design approach of multiple modes of inquiry offers the possibility of 1) making this research more pertinent, applicable, and approachable; 2) developing a deeper method/process in challenging assumptions and; 3) identifying the researcher as a conduit for inquiry workshops and discussions (Schultz, 2008).

Phenomenological Process and Analysis

The overall goal of this study is to gain an understanding of underrepresented cultures and marginalized families’ perceptions related to educational success in schools in a rural community—to uncover the various ways that individuals experience the world around them (Creswell, 2013, 2014)—specific to a selected geographic area this underlying approach promises to shed light on the inner landscapes of families’ lives and common experiences (Covey, 2003, 2012, 2012b; Eisner 1998, 2002, 2004; Kim, 1992,

2004; Palmer, 1980, 1993, 2007).

Moustkas (1994) systemic procedures and detailed data analysis is consistent with linking philosophical assumptions of social constructivism (philosophical framework of well-being) which concerns itself with how the world appears to an individual based on their personal constructed views and experience (Chiari & Nuzzo,

1996; Creswell, 2013, 2014), a balance of both objective and subjective approaches to knowledge and detailed analysis is applied (Moerer-Urdahl, 2003).

Understanding the development of interaction between families and educators required focused attention on person-to-person interactions and relationship processes that lead to family perceptions—in turn, this led to the notion of trust as an underlying factor for developing effective on-going (positive) relations (Covey, 2003, 2012, 2012b;

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Kim, 1992, 2004; Moore, 2009). This study also addresses background considerations to the extent that it helps to explain and/or identify the situations that hold influence of human beings, and/or to adequately describe traditional culture as it aligns with emergent data.

This phenomenological process involved a structure of:

1. Identifying the phenomena

2. Bracketing and interpreting the researcher bias and expectation

3. Clarifying data collection procedures

4. Reducing and identifying salient or seminal points of interpretation

and description

5. Developing a description of themes:

a. Textural description: what participants experienced

b. Structural Description: how participants experienced

c. Essence of the experience: Combination of both

textural/structural descriptions

Role of the Researcher

Data was collected by the researcher via semi-structured interviews, discussions, observations, and artifact collection. The role of the researcher, as the main instrument for obtaining and collecting knowledge, is the primary technique used for shifts in perspective, revelations, and discovering new insights (Lawrence-Lightfoot & Davis,

1997; Kvale, 1996). This qualitative methodological approach as described implements

129 the researcher as the instrument and co-creator of data (Chang 2008; Creswell, 2013,

2014; Patton, 2015; Schultz, 2008).

Intervention

Grounded from qualitative results and observations, it must be noted that, “...it is the interaction with the researcher that allows for impact to take place” (Green, 2017, p.

58; Kvale, 1996). Kvale (1996) also suggests the process of being interviewed may influence the respondent allowing for the development of new insights and awareness— the interaction within the interview process may change the respondent’s descriptions and influence meaning. This study does not measure an intervention it was designed to examine the perceptions of underrepresented cultures and marginalized families related to student success across the educational pipeline.

Data Analysis

Procedures: Following Moustakas (1994), rigorous systematic procedure as a guide: 1) the researcher considered and describes their own experiences with the phenomenon (epoche)—a bracketing process; the researchers perceptions and judgements are set aside—Moustakas (1994) suggests that “no position whatsoever is taken...nothing is determined in advance;” still, the researcher remained present and focused on one’s own consciousness “by returning to whatever is there in…memory, perception, judgment, feeling, whatever is actually there” (p. 84); 2) the researcher identified significant statements in the database from participants about how individuals are experiencing the topic (horizonalization of data—receptive to and place equal value on every statement or piece of data); 3) the researcher clustered these statements into

130 meaning units and/or themes; 4) the researcher synthesized the themes into a description of the experiences of the individuals (textual descriptions—of ‘what’ the participants experienced and structural descriptions—of ‘how’ the experience happened then; 5) the researcher constructed a composite description of the meanings and the essences of the experience—that represents the culminating aspects of the study.

Data Analysis Procedures

In order to determine how underrepresented cultures and marginalized families in rural communities perceive success across educational pipelines it was first necessary to define a unit of analysis. This was constructed to keep in alignment with the research question while identifying methods of transmission. In other words, the invisible paths leading to or influencing the development of values, beliefs, and attitudes defines the primary unit of analysis. The examination of family perceptions is conducted with this unit of analysis in mind and includes data analysis of omissions (silence), inclusion

(behaviors and reactions), and relationship (self/others).

The process of identifying and selecting specific examples that are most relevant to answering this phenomenon within the frame of the research question relies on understanding methods of transmission within family systems. Often methods of transmission are invisible to the family and may not be or may be visible to the individual, yet the impact may be immediate or may surface or be triggered during a later event or timeframe. For example, the intersections of family values, beliefs, and attitudes are demonstrated and shaped through family interactions; and are often influenced by outside factors (external forces such as cultural norms and policy) in rural

131 communities. Internal (family) and external (community) perceptions have lasting effects on developing, fixed, and/or growth mindsets of success across educational pipelines.

This study is sensitive to methods of transmission (the space between the stimulus and response) that influence family values, beliefs, and attitudes through observed behaviors, reactions, family dialect, intrapersonal expressions, attitudes, and external forces that influence or reinforce beliefs that affect family values, beliefs, and tradition.

Data Coding and Analysis

Data was coded to identify barriers, opportunities, tradition, and self-awareness.

Acts of transmission are created and transferred to, from, and among family members; the root system of each family portrait offers insights into these invisible and epigenetic transmissions of values, beliefs, and attitudes. Individual family portraits expose acts of reflection and tell a story, their story is reflective of social and cultural wealth and psychological well-being. Aspects and/or transmissions involve styles of communication, role modeling (attitudes), overall, behaviors and actions of self and others (values), consistency of care, family structure (authority/process) and, acknowledgement of self and others (beliefs).

Step 1: The unpacking of raw interview data, included interview transcriptions, field notes, and direct observations, it involved a review process of systematically and carefully searching for key features and attributes from each interview; data was compiled and simultaneously reviewed for impressions of repeated topics, emerging

132 themes, and salient patterns. This process was undertaken immediately after each interview. Observational notes from each initial interview and notes taken from the review process of text, images, and observations were added to each transcription as a matrix of codes begin to take shape from observed behaviors, words, terms, and phrases.

Step 2: Initial codes were developed, and units of analysis were identified

(methods of transmission) and established during each transcription review and update; secondary observational notes are recorded, and original field notes are continually added and/or amended with each passing review. Recurring topics, cultural themes, and word patterns are literally identified, and salient and/or significant excerpts are marked.

Care is taken throughout this process to avoid codes that may be too abstract or redundant. At the same time, as the researcher to override potential bias, it was imperative to adopt a deliberate strategy of continuous analysis and interpretation that involved a system of ZOOM-in (Analysis) and ZOOM-out (Interpretation). This process allowed for a systematic probing of details and overarching themes.

Ultimately, I am looking for the flow of each interview, and the underlying tone of engagement, searching for the overall essence of each interview. This strategy was implemented quickly during the first and second reviews and continued throughout the analysis. Prior to the third and fourth reviews member-checks are processed for accuracy.

Step 3: During the third and fourth reviews of data, codes were refined and continually shuffled for clarity and connection. Some excerpts contained several units of analysis and required more than one assigned code. At least one primary code was given

133 for each unit within these excerpts. The process of CODING (fracturing: writing description, assessing reflections, and identifying prevalent topics) was finally morphed into the next phase of: ORGANIZING (connecting and searching for relationships between data and sociocultural context). Understanding the data in context required several additional reviews of transcriptions, and long and/or short periods of distance and reflection for each interview that included comparisons, notes of omissions, exceptional occurrences, and significant relationship between self and others.

Step 4: Organizing, the analytical process that classifies and connects data required several attempts to understand the data in context. This step was vital when rearranging data into categories—facilitating comparisons between items within the same category. Categories developed from coding and organizational break outs, exposing sub-categories that created the foundation for connecting activities of interactions from the coded data that demonstrated transfers or transmission of educational beliefs within a family system. Subsequently, identifying eight higher-level categories aids in the continuing development of the conceptual framework and supporting theoretical concepts. (Maxwell, 2005, p. 96).

The process of reviewing continued as transcription notes were added to recurring topics, cultural themes, and salient patterns. Continuous review involved: reading, thinking, and reflecting on each interview as a separate data set (ZOOM-in) as well as a viewing the interviews as a collective data set (ZOOM-in) order to flesh-out the overall essence and themes.

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The process of continuous analysis and interpretation involving a ZOOM-in

(Analysis) and ZOOM-out (Interpretation) strategy of collected data. Zooming-in elicit

‘ethnographic details’; while zooming-out engendered overarching cultural themes

(Shandy et al., 2005, p. 67). Using a different lens (category) during each zoom-in and/or zoom-out again, allowed a systematic probing for details and viewing of small segments at a time. Moreover, I was able to explore the interconnectivity within and between the data sets with blinders, with respect to the prior categorizing and fracturing that occurred.

Categories

Step 5: Emergent categories evolved from the initial set of 80 plus preliminary codes, defined as topics, word patterns, and repetitive refrains and phrases, this strategy and continuous process reduced the number to 67 codes. Listening for resonant metaphors, and symbolic expressions, eventually distilled the list down to 47. Finally, listening and identifying themes expressed through cultural rituals that appeared important to the overall continuity solidified the path of identified categories. Eight overarching categories emerged from the final 47 codes (Table 9; Appendix N).

Codes and Categories

The emergent 8 categories were used to weave the threads of data together.

Overarching themes were then constructed from contrasting, similar, and/or dissonant patterns revealed and experienced by each family. In short, looking for points of convergence (validation) through triangulation (voice, evidence, observation), emergent themes and data are layered through each lens (category) to frame similar findings;

135 therefore, exposing a picture of varying levels of interaction and meaning through-out and within each family portrait in chapter 4.

Codes and Categories

8 Catagories 47 Codes (Phase 3) 67 Codes (Phase 2) 80 Codes (Phase 1)

Table 9: Data Coding and Analysis: Emergent Categories (Appendix N)

In order of overall frequency the following 8 categories are described as significant components within each family system: 1) Pain/Anger (Self-Awareness); 2)

Education (Pipeline/Barriers); 3) Belonging/Fitting-In (Social Awareness); 4)

Beliefs/Traditions; 5) Talents/Skills/Interests (Social-Emotional); 6) Discrimination

(Decision Making); 7) Advocacy (Relationship Skills); 8) Goals (Self-Management).

Reasonable inference of codes functioned together, without strain, to address the development of each primary category.

Each category has a clear role in the schema proposed. There are few exceptions with codes from categories 4 and 5 (Appendix N), otherwise most codes tend to mirror aspects of social-emotional learning models. Finally, all categories are in concert with

136 each other and align to address the research question. Emergent themes and assertions are reported and summarized after each family portrait in chapter 4.

Artifact Analysis

Collected artifacts were analyzed equally to inform and/or corroborate the narrative of descriptions collected regarding the overall participants’ experience and/or perceptions of educational success—within a context and/or lens of family well-being

(values, beliefs, and attitudes) in a rural community.

Procedural Validity and Rigor

Calling on this phenomenological process and structure for validity examining the intersections of influence relating to the perceptions of educational success across educational pipelines from underrepresented cultures and marginalized families in a rural community required focused observations and descriptions of the person-to-person interactions and relationship.

Validity is captured through trustworthiness (determined by credibility, transferability, dependability, and confirmability), authenticity, and credibility

(determined by a process of reflecting, exploring, judging its relevance and meaning— ultimately, developing the essence of themes that accurately depicts the experience of family perceptions (Creswell & Miller, 2000).

The six question semi-structured interview protocol including the collection and description of a personal family artifacts assists to describe the essence of this phenomenon—rigor consists of triangulation of perceptions from different family member sources used to build a coherent justification of overall themes. Member

137 checking is used to control the accuracy of findings through the specific descriptions, codes, and themes reflected from the participants (Creswell, 2013, 2014).

Ethical Considerations

In alignment of The Belmont Report (1979) mandates of ethical consideration of beneficence, respect, and justice and considering the current political environment relating to immigration and documentation issues, unforeseen restrictions and ethical concerns may arise at any point during this study; specifically, informed consent was paramount to ensure that participants were completely aware of the purpose of this study that includes their rights, risks, and benefits, as a participant. A thorough assessment of risks and benefits, providing participants with information of the nature and scope of the study required additional steps of assurance, touch points, and trust building before volunteer participants decide to participate and/or decide to withdrawal any time during the study. Inclusion criteria and procedures were put in place for a fair and equitable selection of participants (Appendix E).

Anticipated Limitations

This research method presents a few specific challenges: First, the analysis process works from a detailed to general (inductive) approach meaning checks cannot be built into the analysis to ensure proper flow, in addition essence statements can only reflect a particular context or situation (time and place) of the participants’ experience.

Second, the process of epoche is difficult to achieve sustaining a pure state of being consciously present, that is setting aside all biases and assumptions to focus solely on the participants’ experiences (Moustakas, 1994).

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Finally, it is not clear how this approach integrates reflections on historical, cultural, and social contexts, interpreted from texts [artifacts] as described by those embracing hermeneutical phenomenology. Contrary to Moustakas (1994) lack of details relating to interpretation of texts, still other researchers have included artifacts in their data collection procedures and systematic analysis (Reimen, 1986). Ethical considerations are addressed within the interview protocol (Appendix I).

Conclusion

The methods of this study follow a rigorous systematic procedure and the significance of this research is supported from the many discussions and quantitative reports, regarding internal and external factors that contribute to the problem of low academic achievement from underrepresent cultures and marginalized populations. A complex problem involving many factors; the data cuts through many of these factors and extracts deeply held perceptions from families that are rarely mentioned regarding educational success within or across educational pipelines—the family voice is communicated and expressed through their experience, their words, their story; the applied inquiry method of portraiture “...capture[s] the richness, complexity, and dimensionality of human experience in social and cultural context, conveying the perspectives of the people who are negotiating those experiences” (Lawrence-Lightfoot

& Davis, 1997, p. 3).

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Chapter Four: Results and Analysis

Introduction

The purpose of this study was to examine how underrepresented cultures and marginalized families’ in rural communities perceive success across educational pipelines. The study was designed to examine generational patterns of values, beliefs, and attitudes that often create barriers to the success of underrepresented cultures and marginalized learners. Three 45-minute semi-structured interviews and artifact collection have been conducted with three culturally, and economically diverse families. Data analysis showed the following results from the study: Fixed beliefs, patterns of strengths

and/or limitations, and sociocultural barriers combined with a mix of social-emotional

skills and traits strongly influenced each family’s perception of school success.

Understanding the significance of family milieu as a marker for school success was interpreted and is shared through a synthesis of family voice through portraiture and critical-autoethnography. A discussion of emergent themes and assertions are reported and summarized after each family portrait in this chapter.

The research question: examining how underrepresented cultures and marginalized families in rural communities perceive success across educational pipelines can be understood through a larger conceptual framework yet, significant revaluations of

this understanding depend on a micro level of understanding; on the individual family

member and their collective beliefs, values, and attitudes. The family voice, acknowledged, observed, and captured within a moment of time provides critical insights

140 related to the core development of beliefs, values, and attitudes. The family voice presented as portraiture provides the tension, discomfort, and celebration necessary for critically thinking through the exploration of self and other—the family voice is the foundation used to conduct a critical examination of the educational pipeline as perceived and occupied by three underrepresented cultures and marginalized families.

As the researcher, maintaining a sense of critical observation and providing ample space for self-reflexivity is of the upmost importance—the family voice is the seed that develops, supports, and/or reaffirms the cultural wealth and psychological well-being of the entire root system related to developing perceptions across the educational pipelines.

What is their lived experience across this educational pipeline? How do their family journeys compare, differ, and intersect? For example, the contrast between the dropout status of families 1 and 2 (first box, Table 6) and the achieved higher education levels of family 3 (second box, Table 6) holds significant clues to their developing perceptions and historical context. Additionally, one individual from family 1 and one individual from family 3 disclose their need to attend on-line courses instead of attending on-site (face-to- face) classes due to interactions perceived as acts of bias and/or experiences involving acts of discrimination on school grounds (Family 1 ; Family 2 ; Family 3 ;

Dropout; GED; College; College Degree, o-online) (Table 6; Appendix L).

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39 39 39 40 37 36 35 35‐o 35 35

30 27 24 25 21 20 18

Age 17 16‐o 16 14 14 14 15 12 12 10 10 8 8

4 5

0 0246810121416 Educational Pipeline (Grade Level)

Table 6: Educational Pipeline | Three culturally and economically diverse families across

the educational pipeline (Family 1 ; Family 2 ; Family 3 ; Dropout; GED;

College; College Degree, o-online) (Appendix L)

Significant insights are gained from the following three family portraitures—they

illustrate a shared moment in time—a moment that leads to a greater educational journey

that can be personal, physical, emotional, intellectual, and/or political in nature.

Acknowledging and understanding the family voice regarding family perception of school success across the educational pipeline is vital to understanding the larger problem

of low academic representation of minority populations.

Through observation and objective understanding deeply held values, beliefs, and

attitudes of these three portraitures offers an opportunity to think critically about real or

imagined beliefs or social/cultural gaps between families and educators. The goal of this

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journey is to reveal intimacy that critically impacts multiple understandings and informs

the development of meaning gained, rejected, or absorbed through our interactions with self and others.

Context of Study

As educators, critical self-reflexivity is often viewed as a luxury; it can quickly become a problem if not practiced. If not practiced self-reflexivity can exhasterbate or perhaps imped our calling and satisfy requirements to model, teach, and guide others toward a path of heightened knowledge, agency, and awareness (hooks, 1994, 2000,

2003, 2009, 2010; Treleaven; 2018). This contradiction is deeply intertwined within this local rural culture and social system where educators are charged with educating, guiding, and instilling emergeing generations of diverse learners to become democratic citizens; to imbue them with democratic values, to nurture them for the overall good of the community.

As the researcher, motivated by personal experiences and interest to understand the impact and meaning attached to the lived experiences of underrepresented cultures and marginalized populations, I have incorporated a conscious focus to uncover the complex and nuanced famly root systems related to academic achievement and success in a rural community. I have positioned myself to extrapolate, from the data, issues that

resonate from common ground to gain a better understanding of the social and historical

differences that affect individual and family agency through beliefs.

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The American Dream a Shared Belief

Overall, the data reveales a shared and common belief that education is the path

to the American dream the national ethos of rights, liberty, and opportunity. All threee

families strongly share this belief. The American dream is supported in this context by

the concept of meritocracy, this is the common ground that binds these families to their

community. In context, meritocracy is understood as the concept of a society where the

gifted, intelligent, and energentic within a community are searched out, identified,

supported, and then based on merit will be helped to achieve their earned position or

direction on a path toward class mobility and demoncratic fairness.

This belief is reflected and affirmed throughout the most common system of

meritocratic screening: the educational system; yet, partically due to a lack of global standards, fair access, affordability, cultural norms, and cultural mismatch, in essence the college degree remains an imperfect system to attain this goal. Moreover, for a variety of reasons, educational systems often combine with a host of invisible and elusive factors relating to and resulting in 1) the continued trending of low academic success of underrepresented cultures and marginalized populations; 2) social and economic

disparities in rural areas; 3) concerns of social/emotional trauma within diverse

populations; 4) lack of quality educational access, including resources and support

services and; 5) life quality related to a sense of family and community well-being

(Benson, 2012; Cole & Griffin, 1987; McCall, 2005; Misztal, 2011; Rothman, 2017;

Rury, 2005; Steinhauer, 2015; Suzuki & Valencia, 1997).

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Historically and socially the term ‘merit’ is yet to be determined, as questions of

reliability via the structure of authority and school systems that assess individual merit is

questioned—this is a point of concern as social and political beliefs of educators may

vary greatly compared to the lived experiences of underrepresented cultures and

marginalized families. Widely disparate ways of thinking often conflict with standards of

merit reflective of independent thinkers who may challenge the norms and rules, and/or

be socially independent. Families must be able to pave their own path compared to

research that demonstrates values of interdependence, this includes being socially responsive, being part of a group, adjusting to others, and sharing resources (Bourdieu,

1973).

Interviews and Family Observations

If we can imagine each and every human interaction as a burst of paradoxical

truth. Not unlike the process of photosynthesis (the interaction of sunlight and

atmosphere to produce sugar) that happens within the leaves of a tree or the anchorage

that happens within the root system (the process of securing water, minerals, and

nutrients from the soil)—the human experience as truth is acquired through complex acts

of engagement and moments of intimancy, it is never static nor benin—if we look beneth the surface (at the roots) these bursts of truth (interractions) continue to contribute to a system of relationship that represents social contracts of reciprocity, in a way, or through transmissions that are dynamic, fluid, and paradoxical; in other words, “...we experience relationship only insofar as we differentiate other from self” (Gillian, 1982, p.63).

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Paradoxically and fundamentally, empathy, trust, and intimacy are crucial components to the understanding of self and others. Empathy, trust, and intimacy are the seeds of relationship necessary for deep inquiry, the creation of meaning, and the development of knowledge. The ‘ground’ that shapes our beliefs, values, and attitudes is deeply embeded within the seeds and roots systems of family structure. Within the seeds of empathy, trust, and intimacy lies the capacity for authentic engagement. Authentic findings of values, beliefs, and attitudes emerge from the process of self-reflection, self- understanding, and dialetic discourse; this is the interaction that ferterlizes, nurtures, and allows the roots of family relationship to grow, thrive, or die (Burber, 1958; Gillian,

1982; Jackson, 1989; Lawrence-Lightfoot & Davis, 1997; Oakley, 1981).

Shaped by time, duration, and limited frequency the following three family portraits required the seeds (empathy, trust, and intimacy) or action of relationship between the portraitist (researcher) and actor or family member (subject). These were the seeds used to establish the symmetry and reciprocity necessary to capture (experience) the changing process of human interaction within each portrait. The following family portraits provide broad sociological insights and perspective into the shaping and understanding of family values, beliefs, and attitudes related to schooling or school success across educational pipelines.

Each family portrait suggests the root development of values, beliefs, and attitudes. Each portrait involves fixed beliefs, patterns of strengths and/or limitations, and sociocultural barriers. Combined with a complex mix of social-emotional skills and traits

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each family’s perception of school success is strongly influenced by the interrations of relationship within the family unit.

Within the roots, growth and development of family values, beliefs, and attitudes are strong and powerful intersections of engagement that potentially manifest, counteract, and/or align to the social norms or status quo of educational barriers and/or opportunities throughout a learners lifetime. These portraits are not merely representions of subjective experiences, they reflect the perspective of social actors within an environment of social change and/or improvement. In short, social change and/or improvement depends on individual capacities for self-reflection and self-understanding. Consider each portrait an opportunity to reflect on the origins of beliefs, values, and attitudes that serve ourselves and others. I invite families and educators to reflect on each portriat (a representation of a moment in time) as if it were your own—unpacking layer by layer the complexity of social and political life in a rural community.

At the end of this chapter each family voice is illustrated as a single portriat and later as a synthesis of family voices, both approaches frame the phenomenon of preceived educational success. In summary, each family miliue is discussed as a reflection of socio- economic development, and social-emotional growth which is weaved together through the lens of the 8 emergent categories briefly described in chapter 3. In chapter 5, a critical autoethnographic approach is framed to help inform teacher practice and policy by sharing critical insights, personal impact, community implications, and recommendations.

Family Portrait 1—A White Multi-Racial Perspective

“Brief encounters do not necessarily mean superficial connections.”

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(Lawrence-Lightfoot, 1997, p 139)

I took highway exit 80, one of two main exits, from highway I-76 into the rural town of Ft. Morgan, Colorado, upon my hour and thirty-minute drive from Denver, past corn fields, dairy farms, and industrial sites. I made my way around the exit onto the first service road, just off the right-side of the highway off ramp. Guided by my instincts and desire to get a feel for the neighborhoods in this small rural town of almost 17,000 people, from the road I am shadowed by several large white grain silos. On my right are corporate grain silos representative of agriculture and meat processing industries that employ many residents of this small town. As I continue to drive down the narrowly paved service road in search of my first neighborhood three giant white cylinders tower above me.

Just over a small ridge and immediately on my left is a well-kept public cemetery.

At first, the juxtaposition of grain elevators and family plots was not surprising.

However, the elementary school positioned right next to the cemetery on the other side caused a moment for pause. Then again, at second glance I ask myself, why does this seem unusual? Adjacent to the cemetery I notice the neighborhood surrounds the school, and just touches the edge of the cemetery—both are in plain view of the grain refinery.

In this small-town grain refineries represent just one economic lifeline for many local and visiting residents. The nearby school is another lifeline that represents and embraces the beginnings and futures for many families; simultaneously the comfort of having loved ones, who have passed, so close to daily life seems to complete and welcome a perfect trifecta of rural town solidarity.

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First Encounter

As I continue my drive through the neighborhood, I focus on absorbing the

eclectic feel of the surroundings with its mix of small wooded framed homes, yard decorations, occasional business dwelling, and streets lined with an assortment of vehicle

makes and models. I roll down the block when I noticed young woman with long straight

brownish/red hair sitting in a wheelchair. She sat in her front yard poking with a stick

through her flower garden. The wheelchair is what caught my eye as I drove past. I am

moving exceedingly slow and this caught her eye as she looked up and watched as I precariously made my way back to her with a 360-degree turn at the corner intersection.

I park my car on the opposite side of the street, get out and walked toward her,

she jumps out of her wheelchair exposing a pink colored cast on her right foot. She walks

toward me with a smile, seemly she is open to whatever this stranger walking toward her

wants to share. I introduced myself and I explain why I was in her neighborhood and

what my research is all about. She is intrigued about the research and excited about the

idea of sharing her story, her experiences, and thoughts about schooling and education,

she is especially interested because she has two small children of her own.

Brenda wants to include her boyfriend and his brother in the conversation. We

decide to meet at 4:30 that same afternoon. This is a time when her boyfriend Shane is

due to be home and the extended timeframe will allow her the opportunity to take her

boyfriend’s brother Jack to the hospital. He is experiencing severe lower back and side pain all morning and as Brenda exclaimed, “needs to be looked at pretty darn quick.”

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Prelude

During our brief early morning encounter, I learned, Brenda is White, lives with her boyfriend and Shane’s brother, Jack, who also identify as White. The home is shared with Jack’s 14-year-old son Blake and Shane’s 16-year-old son Tucker, who has an

African American mother. Brenda’s 8-year-old daughter, Sara and 4-year-old son,

Michael attend the local elementary school, and are currently living with their Latino father, Brenda’s ex-husband.

At exactly 4:25 p.m. I arrived back in their neighborhood and walk the steps to their small two-bedroom, pale yellow wooden paneled home. A white dog is barking at me from the back yard through a chain link fence as Tucker answers the door. The volume on the extra-large TV is blaring with oversized cartoon characters running across the screen. Obviously, he was not expecting me as he stars at me quizzically from behind the cracked screen door. I asked for Brenda, and he explains no one is home. After I explained who I am and why I am there he asks me to come in as he calls his Uncle Jack on the phone to confirm. I walk in and sit down in a large brown lounge chair that is positioned inches from the front door. The TV is loud and overshadows the entire living room with the sight and sounds of cartoon animation; the coffee table is piled with papers, an open computer, and other miscellaneous items that look misplaced, including a laundry basket that is half filled with clean clothing.

As I wait for Tucker to call his Uncle, I am entertained by Trooper one of their three household dogs. Trooper took an immediate liking to me, so much that it was impossible to look into his big brown wanting eyes and refuse him a scratch or two

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around his neck and ears. Of course, immediately after a few caring moments Trooper is more than willing to crawl onto my lap. Fortunately, Tucker gets off the phone just as I begin to establish boundaries with Trooper. He announces that his Uncle Jack and Brenda

are on their way and should be home in less than 15 minutes.

As Tucker and I wait for Jack and Brenda I ask how his day was at school, he

pointed to the computer on the coffee table and shares that he attends online classes. He

turns his computer around to show me the platform and describes his online

requirements, “I am pretty happy with online classes.” he says, “I check in [on the

computer] three times a week and turn in my homework each day after it is assigned—

they track me on a regular basis.”

Without prompting he rushes to explain why he is taking online classes instead

attending school on-site. “I was bullied at school, no one really liked me...and I really

don’t know why?” Bullying behavior from others, according to Tucker, was a persistent

problem during his middle-school and high-school days on campus, he looks at me with a

bit of confusion mixed with sadness and reiterates, “I really don’t get why I was bullied

so much.”

Tucker continues to speak with urgency and pain in his voice about the bullying

he experienced; I sense he needs to express his feelings sparked by emotions about his

situation to someone, so I sit quietly and compassionately listen to his story. Tucker

seizes this opportunity to share feelings about his anger toward his Mother who left him

when he was young and has not been seen since; he expresses anger toward his Father

who continues to pay all the household bills for his Uncle; he expresses anger toward

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Brenda because of her foot injury—claiming it was broken by her ex-husband during an argument, essentially, “the x”, intentionally ran over her foot with his vehicle.

Tucker does not want to stop or cannot stop talking—the flood gates are open. He desperately needs to voice his feelings and emotions aloud. Several minutes passed between us as I continue to acknowledge his feelings and affirm their importance. After what seems like more than 15 minutes, Tucker takes a few deep breaths, and looks happy and relieved to finally share his plans to live with his Aunt in Florida, he will be joining her this year shortly after the holiday season.

At this point it is difficult to unlisten to what I just heard. Tucker’s pain expressed through his anger, confusion, and sadness shed light on our later conversation as invisible, yet common symptoms of trauma. Alas during this brief transition, directly from the hospital, Brenda and Jack pull into the driveway. Jack quickly gets out of the car leaving Brenda behind on the passenger side. He storms through the front door...opening it as wide as it will go, he looks around and immediately yells at the dog, “Trooper, go to your bed, now!” I learned later that earlier in the afternoon Trooper was barking non-stop in response to Jacks bouts of pain thus Trooper added a bit of vocal intensity to an already daunting situation.

I watch Jack as he tilts his head back and forth and places one foot back and forth in front of the other underneath the frame of the front door. I look at him again, sizing up his behavior, as I walk up to him, extend my hand, and expressed my sorrow for his pain.

He looks at me straight in the eye mumbles something inaudible, steps back and expresses a full-on hiccup, then he hiccupped again, and again...we complete our

152 introduction as he begins his work to control his discomfort. Jack starts to pace back and forth between the room Tucker described as his bedroom, immediately right of the front door of the living room back again into the living room. Jack continues to hold his side in pain and loudly groans, he then announces, “I am high as a kite and never felt so much pain in my life.” All the while, Brenda is struggling to get herself out of the car and into the house, with a cumbersome cast on her foot she is moving slow and deliberate.

As we wait for Brenda, Jack and I share a few bar remedies for getting rid of the hiccups. Not long into our conversation we check back with Brenda...we look out the window as she is still slowly, so very slowly making her way to the front door. Then without warning Jack shouts, “...her damn ex-husband ran over her foot during an argument...he wants custody of the kids...” I change the subject and suggest we all sit down. At this point, it is difficult to discern whether or not this is a typical day for the family.

Interview

Brenda finally makes it inside the house, and we are ready to get started. After reviewing the protocol to everyone, I instructed Brenda and Jack, “please print your name here” forgetting the date I said, “Oh, what is [the date] today?” Brenda responds, “Oh I'm being so f****** stupid... and I'm like man she better not think-- that I'm....Damn, so much is going through my mind.” As Brenda works at collecting her thoughts, I turn to

Tucker, “I think you'll like these questions.”

Brenda chimes in, “... [Tucker] he’s like very intellectual, just like his dad.”

Tucker responds to me, “I know about a lot of things.” As I acknowledge Tucker with a

153 nod, I looked back to Jack, “Jack, please print your name here, your signature here and date here.” I hand Jack their copy as he positions himself in his big brown lounge chair and I position myself on the floor. Again, I thanked them for coming back to meet with me. Brenda is apologetic, “Yeah well, no of course.... I just had to get him to the hospital... But I knew I was right. He had one massive giant freaking kidney stone...but.... the good thing about it is that it was fast moving.” She looks at me and says,

“You could sit here on this thing” pointing to the white loveseat, “I hate seeing you sit on the floor.” I explain that I am okay sitting on the floor next to the coffee table. After I clear off a corner, I ask Tucker if he is okay turning off the TV for a while and then if he would please set his phone to time out at 45 minutes and let us know when we hit the 30- minute mark. I sensed he was interested and excited to be a part of this process. Brenda yells out, “Yes, by then Shane should be here.”

I Have ADHD…I Used to be Pretty Smart

Okay let’s get started, first question, “Can you please share a story about your family and background. What comes to mind...something that you would like someone like me to know about your family and your background?” just as I ask the first question

Brenda’s phone rings, she answers it apologetically, “Hello...” Seconds later, through the window I see two of their friends walk along the side of the house toward the front door.

Brenda rushes out to meet them. After a short conversation, they leave the way they came, and she returns to deliver a message to Jack.

Tucker is ignoring the activity around him and contemplates the question, he sits up straight on the couch and starts with a punctuated, “Hummmmm...so I like cars...” and

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emphatically states, “When I was younger, I used to help my dad with working on the

cars. Because like... It's just like... kept me like moving... I have ADHD... so when I work

on cars it just makes me feel calm. When I am doing something, it makes me just feel

calm... I don't know I just feel calm.” As Brenda rejoins the conversation, I ask him,

“Why do you believe cars help you to feel calm?” “Like...cars are cool... I love cars...

There will always be a part of my life that… that got me into cars... My dad got me into

cars when I was younger...because I used to help him with...with working on

them...because he used to tell me the parts and the tools...and then I would go run and get them...I used to be really...pretty smart...” Brenda, without hesitation very loudly states,

“You are smart!”

I look at Brenda and remind her and Jack what the first question was, “The question is can you share a story about your family and your background?”

“Okay so do you want me to tell you a little bit about Shane” or, she takes a long pause as she breathes in deeply and thinks about her answer. I said, “You choose... you can talk about Shane if you like...” Excited and again without hesitation, she says, “Oh s*** honestly, he's awesome.... my boyfriend is like...brothers with my brothers since they were 2 years old. I look up to both Jack and Shane...they're both very extremely influential and intellectual people.... they are beyond their years....” She pauses to think, remembering to share something about herself, “Hummmmm, so something about me and my background.”

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Living in a Rural Community

After a minute or so, “...God I don't even know where to start...” Then she begins, and chooses a place to start, “...I know that this area was the best place I ever attended college to... hummm...the best... I started off... like I started off getting involved in school and things like that...MCC was the best experience I ever had... I started off with nursing and then went to massage therapy... and then psychology.... I have two kids... their just...they are darling.... I have been a resident here like I said since I was 1 year old. My kids are 8 and 4. ... I have a huge.... Well now it's not so huge...but it used to be the

largest...the Wilson’s were the largest family in Morgan County.... like I'm not even

kidding.... like it was just ridiculous.”, her thoughts faded.

Tucker adds, “The Stanton’s are now...”

“yeah...I know it... right....” Brenda agrees.

Tucker continues, “I don't like any of them.”

“...nope...” Brenda interjects, “...Well...I don't mind grandma Kathy...she’s

okay...” Following Brenda’s lead Tucker reluctantly agrees, “okay so there's only a

couple of them that I actually like stand. But...I truly don't like any of them. Just because

of my step-mom... My step-mom was.... She had a kid with one of the Stanton’s and she

treated her like a princess... and I was getting treated...... please forgive my language

again...but, I was getting treated like s*** everyday.... everyday.... like I would do

everything....and it...I don't know.” his thoughts trail off as he thinks to himself.

I look toward Jack and see he is listening, “Jack, do you feel well enough to

participate a bit?” I asked.

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“I don't know the painkillers they gave me it's just that...I just need to sit down...for now.” I let him know what we were talking about, “Okay, we were just sharing a story about your family and your background...”

Brenda says, “oh...god...” I wondered what Brenda is thinking. Jack asks, “My family?” Brenda, covers for him and announces, “He’s a little loopy...”

The second I said, “…not a problem...” Jack wanted be involved, “well...what about the family...?” he asked. I answered, “What comes to mind about your family?” a bit louder this time Brenda dramatically screams, “oh...god...”

Jack in his white t-shirt, black leather pants, and reddish blond hair pulled back behind his head in a ponytail, readjusts his self in his oversized lounge chair and states very clearly, “Well, family is most important. I…I don't have any parents. Well.... I may have one, but I haven't seen them in over 30 years. My mother passed away in 2011... My wife passed away in 2015…and I felt like passing away today.” We all laugh with him.

Brenda cringes, “oh...ahaaaa...he was in so much pain today....and I thought the ribs were bad. This...this...shook me to my core. Like....I was oh my god...I am going to fall apart.”

Bullying and Being Bullied

We seamlessly move on to question two...I ask Jack, “Would you describe for me your first meeting with people from your children’s school? Can you describe what it was like?

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“Oh s*** Jack’s son is freaking 14...” Brenda quickly interjects for Jack, “...and

I'm like.... I'll never really...honestly... I don't think I can ever really forget it...“My daughter was a brat....” Brenda whispers, as if being a brat is shameful.

Back to a normal voice Brenda says, “...she was the biggest brat from the

beginning to even now in school.... Her and school they were just not made for each

other... and I remember the first meeting was with the director and the principal and her

teacher.... and it was just something silly...you know...bullying.... like bullying started

right off in Head Start.”

I first thought Sara was being bullied, but later realized that Sara, Brenda’s

daughter is the bully. Brenda, continues, “I was like geez Louise....and I just remember

them telling me.... all these great things about her...and I just remember feeling on top of

the world all these great things...and then we got to the not-so-great things... I could not

really...even recognize any of the bad things they had to say...Because I was so proud of

all the good things...because I mean.... She's a brilliant child.” Again, Brenda whispers so

only I can hear, “She's just a brat.”

“I was so proud absolutely like it's your kids first year of school.... You feel hey

as a parent...” Brenda states with a sense pride and accomplishment, “You feel absolutely

proud...I kept them alive this long.” She laughs, “Now they're going to school.” I turned

to Jack, “Do you have children?”

Brenda, states as a matter of fact but with a bit of sarcasm, “Yeah...he’s got a

few...”

“A few?” Tucker adds sarcastically, “…he has a lot...”

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Brenda clarifies, “He’s got his blood [children]...But then he, he also has...the one

he has permanently like put on his heart...like those are his kids no matter what...” she

looks at me to concur, “You know...?”

Jack responds calmly, “I have seven kids.” I asked, “Do they all live in the

Morgan County area?”

“No, some in Florida, some here some there...” Tucker jumps in as Jack thinks for

a minute, “I'm moving with the one in Florida....”

Jack continues as he looks at Tucker, “My oldest daughter is in Florida. I have

three more step-children who live in Williams they got the parent who won't even let me

see them...My oldest son lives in Grand Junction with his grandmother... and had not seen

him since he was 3 and now, he is 20...no..... he'll be 21 next month. And I got my oldest

stepson.... I haven't talked to him in a couple of years. Last time I knew he was in

Korea.... In the army... and I got my 14-year-old son, Blake…he lives here”

“Blake lives in this house?” I ask. “Yes” Jack confirms.

On that note, I move on to the next question, and suggest they can answer it in retrospect or the present, “What goals do you have, or did you have for your children?”

If I Ever Have Kids I Want Them to Graduate

Jack immediately answers, “Not to turn out like me!” Before I could ask him to explain this comment, Brenda, interpreted it literally, and says, “…and guess what... his son is a spitting image…the same voice the same attitude... I think it is kind of sweet though.... honestly I think it's really sweet.” I was increasingly aware of Brenda’s caretaking tendencies, to support, and think of others first, so I directed the question back

159 to her, “...and what about you Brenda...your two children are still very young?” she takes an inordinate about of time to think about this question regarding goals for her children.

In the meantime, Tucker seems to have already thought this through and says loudly, proudly, and with resolve, “If I ever have kids I want to just make sure that they graduate...”

Snapping her out of her own thoughts, Brenda screams, “Hell yeah!!!!” I ask the family, “Is there a high graduation rate within your family?” without hesitation Brenda shoots back seriously, “Well, there's a high dropout rate in mine.”

Tucker goes on to explain, “I will be the only...well me and my brother will be the only kids in my family that are going to be graduating. Well we're both going to be the first ones... Then we have my cousins....and everything.”

Clarifying I ask, “So you will be a first-generation graduate” Tucker, “Yes!”

Focusing back to Brenda, “...and your kids what are your goals for them?

“Well I have one daughter and one son...my goals for them.... Oh s***.... S*** and balls.... Sorry...” she laughs, “...hummm...” thinking and staring up into the ceiling she takes another few minutes to respond, “I don't even know...These are questions I never even thought about...?” Her admission stirs a bit of empathy within me as I watch her struggle. Brenda is searching for some clarity about her children’s well-being.

Finally, after some more time and deep consideration, Brenda, explains, “... I guess... I guess when it comes [to] whether they get their GED, dropout, or graduate...I just want them to be proud of themselves a little bit.... You know... That's what I really

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hope... Is that they just do whatever they feel they need to do... As long as they feel

proud…proud and accomplished...in some way...”

Goals: Is There School Support?

Since, we were talking about goals. I ask if the goals she just mentioned for her

children are supported in school? “…hummm, I don't know... you mean like in the Fort

Morgan schools?” before I could answer...Tucker, blurts out, “I hate these schools.”

I asked, “...and why is that?

“Because all the teachers are assholes... and I've never liked.... Okay and so...

When I was younger... When I came to the schools... Like when I first started coming

here... Like when I moved here... I was…I was like 10 when I moved here.... and I... I

liked them for the first couple of years. Then after I got to the Middle School...everybody

changed... and after that...then I got into High School... And then everybody started

treating everybody like s***...”

“So how did they change in middle school” I ask curiously for more specifics.

“...Like...they weren't as... Like...they're not like as fun as when I went to Baker or

when I went to Pioneer... They just got like old.... If you get what I'm trying to say...” he

looked at me and Brenda for some clarity, help, or confirmation. Based on my earlier

conversation with Tucker I thought about his stories of being bullied in school and wonder if this is what he wants to express and share.

Brenda laughs and concurs with Tucker, “no... No, I do... I remember going

through school and it’s like everyone...everyone moved up a grade [level] they all got

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these new attitudes...these new ‘stuck-up-ness’... and everyone is trying to fit-in…and

everyone wants to belong to a click...”

Tucker, objects, “I didn't ... I wasn't trying to fit in...”

In tandem, Brenda, agrees, “no, no... I know... neither was I... I didn't give two

shits or a hoot.”

“I literally did not care.” Tucker adds following Brenda’s outward stream of

thought.

I turned to Brenda and said, “So what did you do in school? Did you think about goals

when you were in school?”

Brenda looks introspective and states, “no not really... only because I was bullied and hazed.... terribly so.... So, all I ever really wanted to do... was to just drop out of school... I was tired of always... I.... I... I.... I don't know why man... That I was just that one in school...that just... I guess it was because I just didn't want to fit in... I didn't want to become like some click.... I didn't like sports...humm, I loved getting high GPA’s and good grades... I was an honor roll student.... You know. I....and that was the reason to get bullied I guess... Back then....” her voice fads out as she laughs off her visible discomfort.

I asked, “Do you recall a teacher or counselor that did help you?”

“Actually, it was a counselor who paid for my GED... They paid for the whole thing... because they wanted me to succeed...you know...?”

“So, you did find some support?” I added for her.

“ .... Oh yeah...yes absolutely... Once I got out of these schools [Ft Morgan] I went all the way out to Woodrow (Woodrow Primary). I was like... This is my school!”

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Knives, Math, Girls, and Big Hearts

After a few moments, I asked, “Can you describe your children’s strengths?” I clarified with, “these can be strengths at school or at home” in other words, “What are their talents?”

Since we haven’t heard from Jack for a time, I turn to him and said, “Jack can you

speak to this....” Brenda, yells, “Woohoo... I'm going to love this one. I love Drake so

much...” Jack proudly clarifies, “Drake is my 14-year-old he is 5 foot 11 and 170 lbs.” he

laughs thinking about this fact, so in unison we laugh with him.

Brenda adds, “There's nothing that kid can't do man.”

I ask, “For example...?”

Brenda, continues, “Anything I mean if he puts his mind to something.... he does

it...” Jack adds to Brenda’s assertion, “...he has a very trained mind... creative...very

creative...”

Excitedly Brenda says, “...and he gots the standards and morals that supersede his

age.... and I love it... and that's because of his daddy.” she says proudly.

Jack agrees, “Yeah most of the people... they look at him... and they think he is a

whole lot older than what he is...”

“Yes...he is very grown up....” Brenda adds.

Wondering exactly what strengths they believe Blake possess I ask, “What are

some of his interests?

“Knives...girls...” Brenda, says immediately, at the same time without hesitation

Jack says, “...he wants to go into the military”

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“Oh, that's right...I forgot about that...” said Brenda. Not to be left out Tucker interjects, “I was thinking about going to the military...” Bantering back Jack quickly says with laughter in his voice, “...but you're too short...” Defensively, Tucker stammers,

“Well...well no....one....one...” Brenda chimes in to protect Tucker and yells, “Jack you dick!”

Tucker is still searching for a way to justify his goal of joining the military, “...no

I can still...do it...there are people shorter than me that are going into the military...” Jack recants and says to Tucker, “I’m giving you s***....!” Still, looking for justification

Tucker respond with, “...but by the way...okay the only reason why...that I'm not going into the military is because... there's no point I won't be able to pass the test because I'm

ADHD.... and one of the requirements is not having ADHD.”

I ask Tucker, “How does this make you feel?”

Tucker cycles though a physical shake down or shake off of visceral anger and resignation from his shoulders down, then in one breath he says, “It makes me mad... but then like... it's life...” he says as he shrugs his shoulders, this time a bit more softly with a look of sadness as his anger is reduced down to disappointment.

I wonder about his ADHD diagnosis and ask him how he knows this to be true.

He said, “I was diagnosed with ADHD in Arizona.... It was a couple of months before I came to live here in Fort Morgan.” He was ten at the time.

Thinking about the earlier mention of Blake’s creativity, and forging a way to frame his problem-solving abilities I turn back to Jack and ask, “Is your son a fixer?”

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Brenda answers for Jack, “Hell yeah... He can fix anything.... electronics... I

wouldn't say he's an artist... he expresses art in the form of like the things he can

accomplish...like skating, biking”

Tucker, points out, “He doesn't even skate...”

According to Brenda, “He used to...”

Jack is groaning with physical pain and a sense of playful family disagreement,

“No, no…now, he goes around and chases the girls” he laughs loudly and confirms this

with a shout out, almost leaving the seat of his chair, “...Yeah!”

Shifting direction, Brenda explains, “He’s also there...he's always there for his friends...you know what I mean... like one of his friend's dad just passed away...and

Blake made a commitment to himself that he was not going to leave that friends side... and he hasn't... and that's crazy you know...for a 14-year-old to understand that...”

“...and there he is...yay!” Blake walks through the front door, he is all they said, tall, strong, and handsome with shoulder length hair. As described, he certainly looks older than his 14-years of age.

Brenda screams, “We were just talking about you so highly and you missed it...”

Jack looks as Blake and moans affectedly, “Yeah... that’s...that's my baby...”

I introduce myself to Blake and Brenda adds, “She was asking us like...what we thought about you...and all your interests...” I let Blake know that he is welcome to answer the question, “You are welcome to answer this question. I was asking what they

thought your strengths are...”

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Jack is beginning to feel better as he adds with laughter, “...and we're not talking about your legs.” Tucker did not miss this opportunity to be heard saying, “My legs are pretty strong too.”

Back to Blake I asked him, “What do you believe your strengths are...?”

Still standing at the door he says, “Math, and science...” Jack, sighs under his breath, “great.... he is so good...” Brenda does not miss a beat adding, “Throwing knives like a pro....” to Blake’s list of strengths, further explaining “He collects knives...”

Tucker wants in on the conversation and declares, “Well... I love math... I don't like science...I don't like English... I literally don't like any other class...but math.”

By now Jack is totally perking up and declares, after Tucker, “My favorite class was lunch time...” he is pleased with himself and laughs loudly, Brenda rolls her eyes as

Blake looks at his dad and says, “You dork!”

I look at Brenda and asked, “What about your kids? What are their strengths from school or from home?”

Without hesitation she begins with, “Both my kids have the biggest hearts....”

Again, not to be left out Tucker follows Brenda’s lead and claims, “I have a really big heart too...Even though it doesn't look like I do…I hold all my emotions in...Just because…well I don't want anybody...to know my emotions... I don't really care what other people think... If, I actually...cared about what other people think... I would talk to you about it...” looking frustrated he said, “But...I literally don't care.” As Tucker declares his lack of caring, I look into his steel blue/grey eyes surrounded by his dark brown textured hair and olive skin; they are filled with sadness, regret, helplessness,

166 resilience, and resolve. I think about his words, the emotion behind them, and his future social-emotional survival—I literally feel his manifestations of trauma camouflaged as pain, sadness, and confusion.

Brenda did not hear nor did she interpret Tucker’s words as a cry for help, she continued on with her story as if Tucker was not there, “...and then with my daughter she is...... intellectual as hell...She is way above... like when it comes to book-smarts... man, that girls like me...she’s got it there” She snaps her fingers with attitude and approval,

“and my son...He... I can tell he is going to be an athlete from hell.... Oh man... He is strong... and huge...He's probably going to be like that one maybe” pointing to Blake, “I don't know...probably fatter though...” saying, “I don't know...” as she laughs.

Blake not sure if he was just insulted, yells back, “Are you calling me fat...?

Immediately Brenda explains, “No.....no... my son's going to be fat like the old

Mexicans on his side of the family...”

Blake walks past his father sensing something is not right, “So, what is wrong with you?” he asks.

Jack is beginning to get tired again, “Kidney stone” he replies.

Blake is surprised, “For real....whoaaaa... how big?” Jack thinks for a moment,

“hummm....2 x 3 mm....” Brenda is also surprised, “okay that's a big one...that's huge....

Jesus!!”

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Relevance and No One Child is the Same as the Other

We move on the final question, I ask the family, “What would help make you feel

more comfortable or included regarding educational decisions or community activities at

your children’s school?”

Tucker jumps on this one, “Well the high school doesn't actually listen to

anybody... So, I don't think they're going to take anything for changes... this comes from

me as a student... Literally we have been waiting... Okay so.... last year... there was a kid

that died... and then two years before that... there was another kid that died... They didn't

put a plaque on to the first kid that died until this year... And we all got...we all got pretty

angry at them because like... The only thing that they did is leave a seat open when they

had like...the graduation...”

We paused for a moment, “...is there anything you can think of that can or should

be done differently?” I asked Tucker. As he thinks about this, Blake interjects, “Yeah.... better school lunch...” I wanted to clarify, “Do you mean the quality of the food?”

Looking at his phone Blake says, “No… it's just the quantity---” Tucker adds,

“Literally it's about this much” he makes a small circle with his hand to show the portion size, “...and then you have little piles of like fruit and whatever—that's literally all they give us.” Knowing this does not solve their problem, I ask, “Does your family qualify for the free lunch program?” Jack jumps in with a resounding, “YES!”

I ask, “How much does lunch usually cost?”

Jack knows exactly, “$2.50 a meal...”

Brenda adds, “Jesus.... Yeah...I think their way expensive...”

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Jack is back to the question and explains, “So the education these days...to me....is filled with b******* it ain't nothing like when I was growing up.”

Brenda follows Jack’s lead, “...it's all government and corporate led curriculum— and forced into the heads of the kids...whether they're up to par with that type or level of education or not...they are forced to do it or fail....”

Jack adds, “…you know...when I grew up, the education back then... It didn't matter what it is...you know... the teacher was there for you...” Brenda agrees, “Yeah!

Jack returns to his thoughts, “...now... to my opinion...the teachers are there for a f****** paycheck...and that's it!”

This seems to stimulate and energize Brenda’s recollections, “...yeah... and sometimes I... I mean in some cases...When I was going to school, they would.... I had every reason to have an 'F' but they would pass me just to move me along... That's the s*** that's becoming all too normal they don't care about the kids...I mean... I mean not all of them...”

Tucker adds, “In my point of view.... Like okay... I think... There is a point to go to school... But what's funny is that they don't teach us what we're actually...supposed to learn in the real world. They only teach us...Oh... old books stuff like that... Like math problems that we’re pretty much not going to need in the real world. And they just...” he trails off with his thoughts then adds…“There's no point in even going to the high school if they're just going to be... If they're just going to be teaching us like...Stuff that we're not going to need... like... I don't need that... Like all I need to do... Is how to split out bills...split out some money...So, I make sure like...I have enough for everything...and

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then...yeah... I don't know how to finish this one out.” Tucker looks exhausted as he

struggles to finish his point.

Brenda laughs...as Tucker looks for someone to help him finish his thoughts,

“…but you guys get what I'm trying to say? Right?”

I ask, “Would anyone else like to add to that?”

Jack wanted to add another thought, “One thing that's got me a little bit upset

about the education now they don't even teach your kids how to write in cursive.”

Brenda follows up with, “Hey... I meant to tell you they are teaching my daughter

cursive still...” Blake adds, “It's only till like first grade or second grade...”

“Oh...” Brenda stands corrected, Tucker agrees, “Yeah they changed it.”

Jack confirms, “When I was in school, we had cursive and everything...”

Tucker contributes with more affirming information, “Yeah we did it [cursive] for

1 year and that was like first grade or second grade.”

Jack changes topics, “...and when they [teachers] start in... I know there's some teachers out there that just need to move [on]...Some of them just want to be able to choose who they want to help... And I have seen that...”

Tucker counters or works hard to add to his Uncle’s view of teachers, but it is not totally coherent, “I was like the teacher's pet when I was at the high school... But I hated all the teachers... I don't like being told what to do... I literally hate being told what to do... and what's funny is... Okay so when I lived with my step-mom... When I went to the middle school because it was literally right down the street from where we lived... They told... I did all my homework in class... Like I made sure it was done so I didn't have to

170 actually, do [the] work when I got home...and I got it all done...and my step mom would yell at me for supposedly not doing my homework...and like I got them all turned in...

But then the teacher called...and the teacher said, I didn't turn any of my homework in.... and I just hate the school district so much.”

I ask Tucker, “What do you think they [the school] can do that would make it better for you?”

Immediately with resolve and no hesitation Tucker has an answer, “Put me in another room... away from everybody... and let me work...” the thought of this scenario makes him smile, “Because I literally I only talk to bored people if that...and I would probably only go out for lunch... I would do my work then go out for lunch. I would probably get all my school work done in the first half of the day, so that means I would just sit there for the rest of the day.”

I turn to Brenda and ask, “Is there is there anything you would like to add to that?” Brenda responds, “...what was the question? She is becoming a moving target, moving around the living room and kitchen, multi-tasking as she begins preparing for dinner. Brenda stops for a moment to apologize for a messy house and throws another pot on the kitchen counter from the cupboard. I reiterated the question as she collects cans and boxes from the other cupboard. I ask, “What do you think school personnel can do to make things better for your kids—to make them want to be in school?

She did not need very much time to think about this question, “I would say offer more one-on-one- I think they should set up more conferences on how to help that child individually instead of figuring out how to help them as a group class because there is no

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one child that is the same as the other, not a single one! And so, you know... I think that

teachers...would rather be at conferences or doing activities or whatever... I think that

they [teachers] should get to know each student individually.”

Family Artifact

Tucker reminds me that we are reaching the end our time together, so I move on…as mentioned earlier I asked the family if they had, “something in the house, an artifact, or a quote that they discuss with each other, something that represents education and schooling for them individually or as a family?”

Tucker is ignored as he tries to speak-up, “the things that I am thinking of...”

Brenda quickly overshadows him as she pulls a poster off the wall and reads the quote,

“Choices, Chances, Changes. Choice to take a Chance or your life will never Change.”

Jack explains, “My wife sent that to me one day.... My wife that passed away...

That's why I keep it because her and I were...we were struggling through our addictions...at the time...at the same time”

Tucker jumps in again, and shares, “Something that will make me think about education-- something that is important to me is getting my diploma. Because I seriously want to be the first...one of the first in my family to get a high school diploma.” Brenda thinks about Tucker’s resolution and shares, “When I think about my family I can't even think of the last person to get a diploma in my family...on my side of the family my mom didn't graduate, my sisters did not graduate, I didn't” Brenda does not mention the fact that she did earn her GED, she reflects, “…I don’t even know if there is anyone alive in my family that graduated high school...now, that’s really bad.”

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I ask her, “Have you considered going back to school?”

“Oh...yeah...I do want to go back to school for the spring semester... I loved college... god, I loved it so much...like I said I went for nursing, then for massage therapy, and then psychology...I would like to go back for nursing” she is over the top excited thinking about the possibilities.

I announce, “Okay, we are out of time...thank you all again so much for taking time to share your stories.”

Making a final connection, I acknowledge everyone, looking into their eyes as I shake their hand. Before I leave Brenda says to me, “Thank you, I respect what you are doing....and I believe it is very important!” I thank her again a head out the door anticipating my drive back to Denver.

Data Summary: Family 1

Embedded within this family summary or essense the goal is to provide a space for readers to create an alternative view and/or meaning. Always being mindful that

“...relationship is at the center of portraiture...and it is the [families] who are the most

vulnerable...” (Lawrence- Lightfoot & Davis, 2000, p. 172) I draw from this family

portriat as it informs eight emergent categories independent of the whole (Table10;

Appendix O).

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Family 1 ‐ White Multi‐Racial

50 45 39 40 35 30 25 16 16 20 13 14 10 15 8 10 5 5 0

Family 1

Table 10: Family 1-White Multi-Racial: Top 8 Categories-Overall Essence (Appendix O)

Based on their lived experience related during this moment it time, Family 1 establishes clear connections between their past and present educational beliefs.

Thematically significant is how family 1 demonstrates an overall love/hate relationship with the public school system. Rooted in past events, personal connections, and experiences family members rely mostly on emotional reasoning when presenting past and present core beliefs about educational success. Subsequently, there are displays of subtle anger, repressed pain, and overt defensiveness associated within each individual that is communicated and shared as family beliefs regarding school success, experiences, and interactions with school officials.

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Poverty an Underlying Factor

Underlying bullying (39), fitting-in (16), and past and present educational (16)

experiences, family connections are filtered with systemic poverty that sabotage success

and psychological well-being. Economic and psychological barriers emerge as factors of poverty such as access (fewer social supports) and affordability (fewer resources for

school). These factors mixed with low-level stresses surrounding day-to-day living are

often expressed as anger, pain, and defensiveness. Within the context of this family

portrait external social and economic poverty factors are cyclical and tend to override the

positive aspects and emotions that are used to describe their overall educational

experiences (16) and sense of belonging (16) (Table 10; Appendix O).

The Search for Goodness

This family faces daily challenges of survival that overshadow the need or

awareness for basic goal setting (8) and advocacy (10). Currently, these categories are not

priorities or fully considered within the overall snapshot of family beliefs.

In response to Brenda’s goals for her children: “Well I have one daughter and one son...my goals for them.... Oh s***.... S*** and balls.... Sorry...” she laughs,

“...hummm...” thinking and staring up into the ceiling she takes another few minutes to respond, “I don't even know...These are questions I never even thought about...?”

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hope... Is that they just do whatever they feel they need to do... As long as they feel

proud…proud and accomplished...in some way...”

In addition to basic goal setting (8) and advocacy (10) there is little expression or concern of overt racial discrimination (5), still this is salient to their story, instead interactions or perceptions of discrimination manifest in the form of school bullying affecting their sense of belonging (16).

Family communication habits and school experiences of bullying combined with mixed outcomes and low expectations or distrust of educators also affects the absence of positive beliefs surrounding advocacy and goal setting. At the same time, there is high resolve and strong beliefs in the value of education (16) there is a strong belief in the

American dream as a path to a better life. In the midst of this dream and daily life, this family successfully manages unexpected events and unwittingly navigates through a spectrum and states of low-level stressors—often seen as valuable skills of survival and resilience. However, over time heightened states of survival (addiction, domestic

violence, and poverty) manifest into harmful levels of adrenal fatigue, this again tends to

distract, exacerbate stress, and overall will lower the generational bar of psychological

well-being.

Values, beliefs, and attitudes regarding perceptions of educational success are

underlined through a powerful display and expression of pain and anger (39). Throughout

this portrait pain and anger (39) present a cyclical dance that is mostly invisible.

Disguised within the normal mode of family communication, it is a subtle dance of word

choice, self-understanding, and defensive behaviors that are seemingly harmless on their

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own, yet together—innocent family bantering and school bullying have the potential to

undercut a family member’s self-worth like a torpedo, creating self-doubt, anxiety, and

long-term depression. Moreover, positive perceptions are clouded with painful lived

generational experiences reflective in the family’s shared stories and status of current

educational attainment.

Education (16) and belonging (16) are equal categories of concern and retain a

high value for this family. Still, family concerns about education are expressed with a

deep distrust of the educational system and/or its personnel. A sense of belonging is

critically aligned with a sense of family well-being through educational experiences;

fitting-in and/or belonging are identified as intergenerational challenges (Table 10;

Appendix O).

Bullying

There is a generational pattern of defensiveness surrounding their sense of fitting-

in, and/or not wanting to fit-in, this manifests as experiences of school bullying within at

least three generations of family members. The recollection of this school experience is

painfully marred throughout each immediate generation and threatens to expand beyond

future generations given the barriers already present.

For example, present and past sense of belonging or relationship with self and other is described as experiences of bullying. Tucker expresses confusion, “I was bullied at school, no one really liked me...and I really don’t know why?” “…I really don’t get why I was bullied so much.” and Brenda’s overt pain and subconscious justification is

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expressed in her story of being bullied and again as she describes the experience of her

daughter being labeled by educators as a bully in school.

Brenda states in response to goal setting, “…no not really... only because I was

bullied and hazed.... terribly so.... So, all I ever really wanted to do... was to just drop out

of school... I was tired of always... I.... I... I.... I don't know why man... That I was just that one in school...that just... I guess it was because I just didn't want to fit-in...”

Earlier Brenda talked about her daughter labeled as a bully, “...she [Sara] was the

biggest brat from the beginning to even now in school.... Her and school they were just

not made for each other... and I remember the first meeting was with the director and the

principal and her teacher.... and it was just something silly...you know...bullying.... like

bullying started right off in Head Start.”

Is this example of bullying reflective of imbued generational beliefs, actions,

and/or failed expectations of schooling? Or is this example an isolated response to a

general lack of support systems that include mentoring, educator awareness, and

underlying issues of poverty that may involve access, a cultural mismatch, and/or the

development of social/emotional skills.

Belonging

Family 1 also shares many concerns about fitting-in. This is masked with varying

levels of defensiveness which is apparent through specific patterns of communication for

example:

Brenda laughs and concurs with Tucker, “no... No, I do... I remember going

through school and it’s like everyone...everyone moved up a grade [level] they all got

178 these new attitudes...these new ‘stuck-up-ness’... and everyone is trying to fit-in…and everyone wants to belong to a click...”

Tucker, objects, “I didn't ... I wasn't trying to fit in...”

In tandem, Brenda, agrees, “no, no... I know... neither was I... I didn't give two shits or a hoot.”

Adverse educational experiences are shared and transferred. They ultimately influence, dampen, distort, confirm, and/or counter act the resolve of each individual family member’s own perceptions of educational success. For example, Tucker counter acts with expressions of resilience throughout our conversation. At the same time when reflecting back on the family’s history of school achievements Brenda, fails to mention her accomplishments, “Actually, it was a counselor who paid for my GED... They paid for the whole thing... because they wanted me to succeed...you know...?”

Later in our conversation Tucker shares this resolution, “Something that will make me think about education—something that is important to me is getting my diploma because I seriously want to be the first...one of the first in my family to get a high school diploma.” Brenda thinks about Tucker’s resolution and shares, “When I think about my family I can't even think of the last person to get a diploma in my family...on my side of the family my mom didn't graduate, my sisters did not graduate, I didn't”

Brenda does not mention the fact that she already earned her GED, she reflects, “…I don’t even know if there is anyone alive in my family that graduated high school...now, that’s really bad.”

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Education

The idea of not formally graduating high school described as being ‘bad’ is implicit throughout this family portrait. There are deep aspirations from all family members to succeed or to have their children, from their perspective, do better than they did in school, career, and life. However, there is a gap between what needs to happen to reach these aspirations of school success and what is actually happening. Overall, practical reflection and goal setting conflicts with the past and present lived experiences of family members; yet, they each hold a wealth of intuitive wisdom regarding what would help create more positive school experience.

Brenda: “I would say offer more one-on-one- I think they should set up more conferences on how to help that child individually instead of figuring out how to help them as a group class because there is no one child that is the same as the other, not a single one! And so, you know... I think that teachers...would rather be at conferences or doing activities or whatever... I think that they [teachers] should get to know each student individually.” This statement aligns with earlier statement of disappointment, “…When I was going to school, they would.... I had every reason to have an 'F' but they would pass me just to move me along... That's the s*** that's becoming all too normal they don't care about the kids...I mean... I mean not all of them...”

Jack: “So the education these days...to me....is filled with b******* it ain't nothing like when I was growing up.”

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Jack adds, “…you know...when I grew up, the education back then... It didn't matter what it is...you know... the teacher was there for you...” Brenda agrees, “Yeah!

Jack returns to his thoughts, “...now... to my opinion...the teachers are there for a f****** paycheck...and that's it!”

Tucker: “In my point of view.... Like okay... I think... There is a point to go to school... But what's funny is that they don't teach us what we're actually...supposed to learn in the real world…” Later Tucker’s solution to a better experience is, “Put me in another room... away from everybody... and let me work...” the thought of this scenario makes him smile, “Because I literally I only talk to bored people if that...and I would probably only go out for lunch... I would do my work then go out for lunch. I would probably get all my school work done in the first half of the day, so that means I would just sit there for the rest of the day.”

Drake: “Yeah.... better school lunch...” I wanted to clarify, “Do you mean the quality of the food?” Looking at his phone Blake says, “No… it's just the quantity---”

Tucker adds, “Literally it's about this much” he makes a small circle with his hand to show the portion size, “...and then you have little piles of like fruit and whatever—that's literally all they give us.”

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Talents, Skills, and Interests

Finally, talents, skills, and interests (14) are highly valued and supported. Support and awareness of their children’s talents and interests (14) are very positive and blended into a pot of traditional and non-tradition expectations and/or accomplishment. For example, Tucker, Blake, Sara, and Michael are described as having academic, creative, and athletic interests as well as interests that germinated from their family culture. Sara and Michael are describes as having ‘big hearts’ and Blake and Tucker are both sensitive to the social and emotional well-being of others.

Tucker: “Well... I love math... I don't like science...I don't like English... I literally don't like any other class...but math.” Earlier Tuckers self-proclaimed,

“Like...cars are cool... I love cars... There will always be a part of my life that… that got me into cars... My dad got me into cars when I was younger...because I used to help him with...with working on them...because he used to tell me the parts and the tools...and then

I would go run and get them...I used to be really...pretty smart...” Brenda, without hesitation very loudly states back to Tucker, “You are smart!”

Tucker displays a sense of empathy, concern, and sensitivity for self and others,

“Well the high school doesn't actually listen to anybody... So I don't think they're going to take anything for changes... this comes from me as a student... Literally we have been waiting... Okay so.... last year... there was a kid that died... and then two years before that... there was another kid that died... They didn't put a plaque on to the first kid that died until this year... And we all got...we all got pretty angry at them because like... The only thing that they did is leave a seat open when they had like...the graduation...”

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Blake: “Math, and science...” Jack sighs under his breath, “great.... he is so

good...” Brenda does not miss a beat adding, “Throwing knives like a pro....” to Blake’s

list of strengths, further explaining “He collects knives...” Earlier, Brenda said, “[Blake can do]…anything I mean if he puts his mind to something.... he does it...” Jack added to

Brenda’s assertion, “...he has a very trained mind... creative...very creative...”

Shifting direction, Brenda describes Blake’s empathy for self and others, “He’s

also there...he's always there for his friends...you know what I mean... like one of his

friend's dad just passed away...and Blake made a commitment to himself that he was not

going to leave that friends side... and he hasn't... and that's crazy you know...for a 14-

year-old to understand that...”

Sara and Michael: Without hesitation Brenda begins with, “Both my kids have

the biggest hearts....” continuing later she adds, “...and then with my daughter she is......

intellectual as hell...She is way above... like when it comes to book-smarts... man, that

girls like me...she’s got it there” She snaps her fingers with attitude and approval, “and

my son...He... I can tell he is going to be an athlete from hell.... Oh man... He is strong...

and huge...He's probably going to be like that one maybe” pointing to Blake, “I don't

know...probably fatter though...” saying, “I don't know...” as she laughs.

Blake not sure if he was just insulted, yells back, “Are you calling me fat...?

Immediately Brenda explains, “No.....no... my son's going to be fat like the old

Mexicans on his side of the family...”

Support for traditional and non-traditional talents and interests are held in high

esteem, expectations are high for Blake and Tucker. Despite Tucker’s immediate anger

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and pain (39) these variables emerge as formidable barriers to future success. The

challenges presented also serve as a foundation to build and strengthen their overall

tenacity to achieve their goals—survival tactics and energy may eventually be converted to building levels of resilience. This family holds onto many positive aspirations; they have many good intentions, yet the goals of self-management are somewhat elusive as they struggle with invisible barriers related to positive educational experiences and tangible social-emotional support.

Family Artifact

Resilience is a family essence that aligns with a quote that is prominently displayed in their living room, Brenda quickly pulls the poster off the wall and reads the quote, “Choices, Chances, Changes. Choice to take a Chance or your life will never

Change.” Jack explains, “My wife sent that to me one day.... My wife that passed away...

That's why I keep it because [she] and I were...we were struggling through our addictions...at the time...at the same time”

Willingness to formulate new beliefs, better self-awareness, and a positive sense of belonging may be imminent for this family. Overcoming physical additions and/or habits of thought requires, as the poster states, deliberate action involving the choices and risks necessary for holistic family dialogue, a better understanding of self and others, and overcoming mostly negative perceptions of the school system and overall norms. This family artifact represents and expresses a desire to coalesce with self, others, and the community.

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Family Portrait 2—A Latino Perspective

“Within the word we find two dimensions, reflection and action, in such radical

interaction that if one is sacrificed—even in part—the other immediately suffers.”

(Paulo Freire, 2000, p 87)

Just south from the center of town there is an inconspicuous bodega (a small grocery store or mini-mart often found in Spanish-speaking neighborhoods). During the first few days of the recruitment phase of my study I passed a Latino mini-mart several

times to and from other destinations. I promised myself, I would stop in and get to know

the people inside. The main entrance is a glass paneled door adjacent to a large white

garage door. The glass door is covered and taped with product advertising posters and

community flyers. The building is tan and brown hanging above the main entrance is a

large hand painted black and white stenciled sign anchored high above the doorway that

says, “Fruteria Emmanuel y Producto Latino.” It occupies the edge of an industrial area

just north of the railroad tracks. It replicates the feel of bodegas found along the Yucatán

Peninsula in Mexico and from my grandmother’s Westside Project neighborhood in

Denver.

First Encounter

It’s mid-morning and sunny when I walk into the bodega. Near the doorway I

immediately smell the fresh aroma of Mexican sweet bread topped with multi-colored

icing. Standing behind the counter working with a customer is a Latina woman, another

woman is stocking the display bins from boxes of fruit stacked on a wooden skid. More

options of fruits and vegetables are kept in their cardboard travel boxes and stacked in the

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center of the small store. When the customer leaves, I approach the women behind the

counter, “¿Hola, cómo estás hoy? she responds, “Hola estoy bien gracias ¿Puedo

ayudarte? Since my Spanish is a bit rusty, I informally asked her if she speaks English,

“¿habla Inglés?” She says, “Sí un poco” and I say “Sí un poco Español” we looked at

each other and share a friendly laugh.

From here on we communicate within a flexible frame of dual languages. Mira

and I ask Ruby, the women stocking display bins, to join us because she has a fairly good

command of the English language. I introduce myself to Ruby who happens to be Mira’s

sister, and briefly explain my research and what I am doing there. I mention I have

connected with a few people from the local community college. Mira is interested since

she is a community college student. She identifies herself as an English Language

Learner (ELL), and with excitement she tells me about her classes. For more than 20-30

minutes we talk about family, the store, and the neighborhood before I ask if she would

be interested in being interviewed for my study. Mira is shy at first, but before making a

commitment she wants to talk to her sister. Together we talk about the study and process

in a bit more detail—with Ruby’s support it is decided to be a good idea.

We schedule a day and time convenient around Mira’s work and school hours.

We decide on Thursday, 6:00 in the evening at McDonalds. Mira and her and her sister

will meet me there. During this scheduling exchange we experienced a small language

disconnect and laughed about it later, it concerned the place to meet—the ‘restaurant

McDonalds’. My ear for Spanish and Ruby’s pronunciation of the words ‘McDonalds

restaurant’ in English (pronounced as if it were written in Spanish-Mádooloos) collide as

186 neither one could understand why or how I had never heard of McDonalds. They both looked at me like I was an alien from another planet, for the fact that I had never heard of the ‘restaurant McDonalds’, at the same time I would have never thought of calling

McDonalds a ‘restaurant’, nonetheless, it took me a minute or two for my mind to work around the new pronunciation (to my ears) of the word ‘McDonalds’ and finally I understand.

We shared several laughs as we clarify our misnomers and confirm the restaurant

MăDŏŏlōōs (McDonalds) will be our interview site...as I left the store, stacked near the exit, my eyes caught sight of the Mexican sweet bread topped with multi-colored icing and packaged in clear cellophane—I made a mental note to pick some up during my next visit.

Prelude

The day before our meeting I confirmed our interview day and time with a voice message. On the day of our interview I briefly visit the bodega to confirm with Mira.

Face-to-face she assured me she would be there but will be with her father instead of her sister. I looked forward to seeing her and her father that evening. Unfortunately, after I left, I realized I forgot to purchase a loaf of Mexican sweet bread.

Interview

The evening sky is painted a bluish/grey it is a marbleized backdrop highlighted by the glow of the setting sun. It made the evening feel cold. Leafless trees sit naked against the dark cool sky; naked leafless trees line the entire two-blocks on the main street leading to the only McDonald’s restaurant in town. The restaurant is just off the

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main highway, making it one of the busiest intersections for miles. I arrive 15 minutes

early for our 6:00 interview time. I find a parking space facing the family restaurant. At first glance, I did not see Mira. I enter the restaurant and find a quiet corner. I sit thinking of Mira’s tentative demeanor leading up to our interview time. This observation combined with my propensity to think in probabilities leads me to wonder if Mira and her

Father will show up on time or at all. During this moment of thought, I see Mira walk through the door with her 5 children exactly on time. She did not bring her father, her sister, or her husband, she brought her 5 children. I walk to the door to welcome them.

We greet each other with a handshake and pleasantries. I introduced myself to her eldest daughter as her other children happily scatter off to play in the McDonald’s restaurant playground. The three of us walk toward the quiet corner I scouted earlier to begin our interview.

We settle in a half booth. I made a point to face the activity happening inside the restaurant as Mira and Rena look out the window facing the eastern sky. After reviewing the project and obtaining their consent I ask, “Okay are we ready?”, “Ready” said Mira.

We Came Here for a Better Life

“First question: is there a story you would like to share about your family and your background” After a long pause, I added, “Something you would like someone like me to know about your family and your background?

There was another very long pause as she thought about what to share. I sensed a bit of hesitation so asked, “How many people live in your household?” Mira, quickly said, “I live in....8 people live in our house. Myself, my 5 kids, my sister, and my

188 husband…” I nod, “Can you share the reason why you came to live in Fort Morgan?”

Again, I thought maybe Mira is not very comfortable, willing, or perhaps just could not decide on what to share about her family background. Then she said, “Okay first of all we came here to the US for a better future...You know...a better life.” I then reassure her that if she is uncomfortable with any question, she does not have to answer it, “Okay that's okay.” She explained.

After a taking few minutes to get a bit more comfortable with our environment, each other, and the context, I asked Mira if she would describe what a normal day is like for her and her family.

With a strained look and a deep breath of exhaustion, she explains, “I wake up and I am always doing something...the kids go to school my husband goes to work, I clean the house and go to work at the store. I also, attend English classes at the college

(MCC) several days a week. Still, I wake up with happiness every day because everybody is doing something—and my family is occupied. I am happy most days.” We laughed together as Mira goes through the long list of family duties that brings her great joys as well as a tired body. Her daughter, Rena looks at her mother with pride and glows with adoration as she confirms her mother’s support for all she does for them and adds, “My mother works hard for us. She is always there for us and we are never without anything we need.”

If My Kids are Doing Well…I Believe They Will Have a Future

I moved us on to the next question knowing we had a short window of time together before they needed to attend a school event. “Can you describe for me your first

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meeting with people from your children’s school? What was your impression the first time you met with people from the school? Watching her think back to a situation to share, I added, “Can you describe an experience that stands out for you.”

She lite up and shared, “Well my first meeting was being able to hear that my daughters are doing very well in school and I am getting good reports about them. And out of that I can take that information and believe that my kids have a future. I share that with them [my kids]. That they can get somewhere in this life…This [meeting with school teachers] is a positive time.”

Would you share the goals you have for your children? Can you be specific about what you want for your children?

Good Jobs, Professional Careers

Mira states this with conviction, “Yes, yeah...so first of all, I want to help with whatever I can-even though they may want a career that we may not be able to pay for...but maybe I can help them find help to live their dreams and find a career job—and be successful in that career.” she says, hopefully.

“What type of careers do you see for your children?” I ask.

As if she has already thought about this for some time she says, “I would like my daughter to become a doctor.”

We both look at Rena waiting for a response, “Yes. I would like to become a doctor.” She thinks about this for a moment then adds, “So, I always sit down with my siblings and we talk about what we want to do when we get older...” I ask them, “What do you want to be, and you know, I... Since I was a little girl...I always wanted to be a

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doctor and I think I still have that career in mind. My brother said, a police officer or

something like that....my sister feels the same way as my brother... I think she wants to become a police officer. My other sister says she wants to be an orthodontist.” Rena smiles showing off her purple colored braces.

I ask, “...and your father? What type of work does your father do?” Mira, responds, “He works in construction.” There was a short pause as we move on to the next question. I asked Mira, “In what ways are the goals you have for your children supported in school? How does the school support your children's goals and dreams?” Mira asks,

“Like scholarships, is that what you mean?”

My School Offers Encouragement and Support

I said, “Well yes...also are there things that the school does to help your children learn a certain topic or encourage them in certain subjects? Are there activities you can think of that support your kids in school?” Mira looked at Rena as if to confirm, “Oh yeah...yes, I see a lot of encouragement from the teachers. They offer me support they suggest ways that I can get help for me and my kids after school. And many times, they give their time to help me get what I need. I also see that my daughter is in a good place....”

Rena, reaffirms, “...for me I feel like the teachers are helping me a lot from the time I was at Green Acres through High School.

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Music, Sports, Language, and Compassion for Others

Okay, great...now let’s talk a bit more about your children, “Can you describe

your children’s strengths. These can be strengths at school or at home,” in other words,

“What are their talents?”

Mira looks up at the ceiling as she thinks about this for several moments. She has difficulty deciding who to begin with...she ponders, smiles, and laughs, and then she begins to share the talents and interests of her 12-year-old daughter, “Something I see in

Alicia is passion. She likes to fix hair...and this requires lot of patience...she has a lot of patience. She is very creative and artistic. She is very active she moves around a lot, she is never still, and she plays the trumpet.” she moves quickly on to Mary.

“My 10-year-old, Mary is a big fan of soccer. She is very active and passionate about soccer. Also....she makes wise decisions and whatever she likes or chooses...she will go for it...she is very focused and...and will work on projects until they're done. She puts one-hundred percent of her efforts into her interests.” Mira, adds, “She also likes to write stories and she likes to read a lot. She writes mostly in English, but she is learning how to write in Spanish, still she speaks Spanish very well.”

Mira thinks about her son and looks at Rena before saying, “My Son, oh...well,

Jose is 14-years-old and a lot of teachers tell me that he is super active in school. He likes to do his homework. He organizes himself very well. So...at the house he is a good kid and he likes to hang around with the family.” Mira stops for a moment, “He would do this all day if I let him.” Mira and Rena laugh at this admission, “He gets along with everyone very well, really well.” Thinking briefly about what else to say Mira continues,

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“Hummm, he is also very curious, Jose wants to know about a lot of subjects. He likes to

stay close with his father... and see what he's doing... he wants to learn a lot about

construction.” Then in an optimistic manner, she ends with, “I hope that in the future he keeps his curiosity.”

Finally, Mira describes her youngest daughter, “Oh, Michelle, Michelle is 8- years-old, she expresses a lot of compassion for others, more than any of my other children. She loves school and her family and is also very, very active she cannot be in one place for very long.”

We look at each other as we know we are coming to the last of her 5 children,

Rena is last. Rena, smiles as her mother looks at her and says with conviction, “Rena, likes music and sings.” Rena somewhat agrees.

I ask Rena, if she would like to describe her strengths, “I like to play the piano I like to play the drums. I don't know...there is something about music you know. I like to play the drums but for the moment I like to play the violin and the saxophone. I used to sing but I am busy now with the violin.”

I ask, “What other subjects or activities do you like in school?”

“I find math very interesting. I find chemistry very interesting and biology...and I like English too and I like reading...” Mira interrupts her and adds, “I hope that Rena moves on to college and keeps her interests as a goal.”

Nothing is Bad, Everything is Good

So, let’s talk about the school again, “Is there anything that would help you feel more comfortable or included regarding educational decisions or activities at your

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children’s school? There is a very long silence and thought about this question. Finally,

Mira says, “Well I see nothing bad...I see most everything is good.” I add, “Is there anything that could be better?” After a short pause, Mira says, “No..... No everything is

fine.”

Family Artifact

Okay, on that note, one last question, “Is there something you would like to share

that represents education or describes success for you and your family? Mira responds

quickly, “Yes, something that I live by and hear a lot is that education is the best thing

that you can have... It is something you can show anybody. But most of all it is important

for your children...for your children to see that you value education for a better life.”

“Great, thank you. Is there anything else you would like to share or add to our

conversation?”

Mira, says, “No that is pretty much it...but...thank you very much...I want to thank

you very much because this is something that is new to me. I have never been

interviewed before and these questions were all new to me and answering them is a little

bit out of my comfort zone.” I respond with heartfelt sincerity, “You did a nice job!”

Mira adds, “Thank you...and to you too.... because even though we don't know

each other you are interested in me... and I am able to learn something new...I am very

grateful...and this is an experience I will never forget!”

I thank Mira and express to her that the feeling is mutual. As I present Mira with

the gift card, she is hesitant in accepting it as if it is too much or maybe she feels she does

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not deserve it—I reassured her that her time is valuable, and her opinions are very

important!

At this point, she wants to know a little bit more about my project. I explain a few

more details about the project as she listens with interest as she gains more awareness

about the study. She said, “This is a good project...in my opinion...My opinion is that we

will need more schools and more teachers because I see the community is growing very

fast.”

Mira adds, “But, now for me it is bad, bad that this experience is over...I am sad

that this experience is over for me now.”

I said, “No worries...we will be talk again soon!” On that note we pick up our

things and get ready to leave. We smile and give each other a hug of thanks. We walk

toward the front door together. We share a final goodbye as I walk out the door, heading

back to Denver; and she turns towards the playground to gather her children and head to

the school for a family event.

Data Summary: Family 2

Similar with Family 1, embedded within this family summary or essense the goal

is to provide a space for readers to create an alternative view and/or meaning. Again,

always being mindful that “...relationship is at the center of portraiture...and it is the

[families] who are the most vulnerable...” (Lawrence- Lightfoot & Davis, 2000, p. 172) I draw from this family portriat as it informs eight emergent categories independent of the whole (Table 11; Appendix P).

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Family 2 ‐ Latino

50 45 40 35 30 25 20 11 15 8 55 6 10 4 33 5 0

Family 2

Table 11: Family 2-Latino: Top 8 Categories-Overall Essence (Appendix P)

Based on this families lived experience and beliefs. The family essense shines powerfully through their belief in education, hardwork, and dreams of having a better future. As they share their stories of social and cultural wealth, Family 1 demonstrates a strong belief (8) in the concept of meritocacy. Thematically significant is how this family values their belief of the American dream and demonstrates it through their positive relationship with self and the public school system. However, in contrast overall data fails to illuminate what is valued and/or devalued throughout their community outside of the family system. Family 2 sheds valuable light on external factors (forces) that are omitted in the data.

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Poverty an Underlying Factor

Talents, skills, and interests (11), beliefs (8), and goals (6) underline and imbue family awareness and aspirations of educational and career attainment. Nonetheless, affordability and access are present challenges considered daily.

Within the context of this family portrait external social, economic, and psychological barriers are subtly expressed. Economic barriers emerge as factors of poverty such as access (social-capital support) and affordability (fewer resources for school). Assumed lack of social capital and/or career connections illuminate issues of systemic poverty that potentially can sabotage overall success and psychological well- being.

Cyclical sub-factors or the categories of belonging (4), and advocacy (3) are integrated through their actions, throughout their daily interactions. Discrimination (3) is not mentioned as a concern. Anger and/or painful (5) experiences are expressed externally, outside of family values and well-being. Concurrently, the process and/or beliefs of education (5) are intertwined and are hand-in-hand with their psychological well-being (Table 11; Appendix P).

The Search for Goodness

A powerful belief in the American dream is supported by the talents, skills, and interests (11) honed and valued within the family. Talent is highly valued and individual interests are rooted within the family’s overall belief system including the goal to earn a better life through hard work and merit. Consequently, goals (6) play a supporting role in the family’s belief (8) of meritocary which includes their perception of school and career

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success as both hard work and on-going interactions with school officials. Still, economic

achievement is diluted with systemic poverty. Poverty is an underlying factor that is not missed and requires their consideration regarding the family’s continuing access and path to higher levels of education.

Mira states this with conviction, “Yes, yeah...so first of all, I want to help with

whatever I can-even though they may want a career that we may not be able to pay

for...but maybe I can help them find help to live their dreams and find a career job—and be successful in that career.” she says, hopefully (Table 11; Appendix P).

Talents, Skills, and Interests

There is a deeply rooted generational pattern of striving for a better life for their children and family members. This powerful belief manifests through their children, within the three generations of family members who share a home, as home saturated

with support for their talents, skills, interests, and educational experiences. Mira proudly

describes her children’s assets:

Alicia: “Something I see in Alicia is passion. She likes to fix hair...and this requires lot of patience...she has a lot of patience. She is very creative and artistic. She is very active she moves around a lot, she is never still, and she plays the trumpet.”

Mary: “She is very active and passionate about soccer. Also....she makes wise decisions and whatever she likes or chooses...she will go for it...she is very focused and... and will work on projects until they're done. She puts one-hundred percent of her efforts into her interests.” Mira, adds, “She also likes to write stories and she likes to read a

198 lot. She writes mostly in English, but she is learning how to write in Spanish, still she speaks Spanish very well.”

Jose: “…teachers tell me that he is super active in school. He likes to do his homework. He organizes himself very well. So...at the house he is a good kid and he likes to hang around with the family.” Mira stops for a moment, “He would do this all day if I let him.” Mira and Rena laugh at this admission, “He gets along with everyone very well, really well.” Thinking briefly about what else to say Mira continues, “Hummm, he is also very curious, Jose wants to know about a lot of subjects. He likes to stay close with his father... and see what he's doing... he wants to learn a lot about construction.” Then in an optimistic manner, she ends with, “I hope that in the future he keeps his curiosity.”

Michelle: “She expresses a lot of compassion for others, more than any of my other children. She loves school and her family and is also very, very active she cannot be in one place for very long.”

Rena: Mira states, “Rena, likes music and sings.” Rena somewhat agrees. I ask

Rena, if she would like to describe her strengths, “I like to play the piano I like to play the drums. I don't know...there is something about music you know. I like to play the drums but for the moment I like to play the violin and the saxophone. I used to sing but I am busy now with the violin.” She continues to share, “I find math very interesting. I find chemistry very interesting and biology...and I like English too and I like reading...”

Mira interrupts her and adds, “I hope that Libby moves on to college and keeps her interests as a goal.”

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Family 2 shares their dream of a better life and how each day is a challenge. If

there is underlying anger or pain (5) it is not shared oppenly; there are no overt

complaints of discrimination (3); advocay and a sense of belonging is not a primary

factor mentioned. At the very least, within the context of their dream, perception of what school success means to them is measured and controlled through their school, community relationships and career expectations (Table 11; Appendix P).

Mira lights up as she shares, “Well my first meeting was being able to hear that my daughters are doing very well in school and I am getting good reports about them. And out of that I can take that information and believe that my kids have a future.

I share that with them [my kids]. That they can get somewhere in this life…This

[meeting with school teachers] is a positive time.”

Rena shares the career aspirations of her family, “Yes. I would like to become a doctor.” She thinks about this for a moment then adds, “So, I always sit down with my siblings and we talk about what we want to do when we get older...” I ask them, “What do you want to be, and you know, I... Since I was a little girl...I always wanted to be a doctor and I think I still have that career in mind. My brother said, a police officer or something like that....my sister feels the same way as my brother... I think she wants to become a police officer. My other sister says she wants to be an orthodontist.” Rena smiles showing off her purple colored braces.

Again, within the context of the American dream, perception of what school success means to them is measured and controlled through school, community relationships and career expectations without many complaints:

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“Well I see nothing bad...I see most everything is good.” I add, “Is there anything that could be better?” After a short pause, Mira says, “No..... No everything is fine.”

Within the context of their rural community merit based advancements can be questioned in terms of gender, age, ethnicity, profession, and context of contacts—asking why this ‘majority minority’ is not porportionally represented within the overall hierarchy of school and community leadership is relevant? There are omissions that may need to be examined or optimized via the reality of educational barriers and/or opportunities based on merit. Does this rural community operate on a merit based belief system or is this an illusion?

Family Artifact

Achieving a better life through hard work, talent, and belief in education is this family’s essence. Mira explains, “…something that I live by and hear a lot is that education is the best thing that you can have... It is something you can show anybody.

But most of all it is important for your children...for your children to see that you value education for a better life.”

Family Portrait 3—A West African Newcomer Perspective

“...identity politics...if I am not aware of the barriers you face, then I won’t see them, much less be motivated to remove them. Nor will I be motivated to remove the barriers if they provide an advantage to which I feel entitled.”

(Robin Diangelo, 2018, p.xiii)

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First Encounter

I connected with my third family through an email introduction. My efforts to

meet with community leaders led me to a well-connected local community organizer.

After a lengthy and detailed phone conversation, I was introduced to Joya via email. She

was quick to respond. After a few short follow-up email exchanges directly with Joya, it

wasn’t long, before I was sitting comfortably in her family’s living room with her husband, Marcel and 4 of their 5 children who live at home.

Prelude

Our time together began quickly and was heart-felt and open from the start.

Nadia, their eldest daughter greets me at the door with a bottle of water as I introduced myself formally to Joya and Marcela. I was then introduced to their other children. I shook hands with each one of them. They are extremely polite and courteous, after a few brief pleasantries they scurried off to their designated bedrooms to finish up their homework. Joya, Marcel, and I moved into the living room to talk. I sat on the couch directly across from Joya and Marcel who made themselves comfortable on the loveseat.

As soon as we covered the formalities of consent Marcel had to leave for a short while to quickly finish up an errand. This gave Joya and I some time to talk freely about her day,

her work, and about her education—being a college student herself, for a second time.

I confirm this, “So, are you also a student?”

Joya replies, “Yes....because it's hard for us...I prefer to go online classes.” Joya

says ‘us’ referring to her culture as she self identifies as a women-of-color. She

continues, “...because...nobody sees me [during online classes] nobody judges me with

202 my accent. They judge only my paperwork. And I'm good with that.” Through her tone of voice and facial expressions I immediately understand this action stems from a significant level of pain and feelings of being judged. So, to get a bigger picture of understanding and ask her, “Overall, what do you think of the college, is it good?

Joya, explains, “The college [MCC] is good they try to do a lot I'm part of one educational committee and it's for staff members and they try to make it better...even

[just] this week we were talking about the problem(s), it is not the staff; the problem is the teachers and how to teach them is a question. I think they need to be...just educated to know the difference [among cultures] and maybe try to put some limit to their bias...”

I could feel and hear painful emotions building in her voice, “...because they judge you for nothing and they don’t treat...” she stops to take a deep breath, sighs, ponders a bit, and states, “...it's not all of them.” Joya takes a moment to center her thoughts, “It was great to have some teachers...” her thoughts trail off a bit, “...but it caused for me like so much pain, it is painful to show up and to see some teachers face of distain.” Reflection of this experience is very disconcerting for Joya. Her pain is felt deeply; it is seeded from past experiences. This painful reflection triggered from her most recent experience sends bubbles of self-judgment to the surface and has an obvious physical impact on her current demeanor and life in general. Joya finishes her thoughts by reaffirming a solution to avoid future pain with, “That is why...I decided to just to go by online [classes] this quarter.”

I ask if she feels this way in every new classroom?

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“Well” she paused, “You look in every class and they don't treat you the same

way. They show you right away their preference. They try...because in this town...like nobody has to say that...but they try to be nice, but they never really act nicely you know...” Again, I have a sense her past and present experiences are at play, and wonder if she still believes, as previously mentioned, if this is an issue that needs more teacher training and/or community awareness?

“Yes, of course, they [teachers] are good in their topic area, but they need training about cultural...they need cultural training. A lot of them, they don't have any cultural competency.” We talked a bit about the teacher demographics in the area and I asked her about her work as a teacher’s aide.

“Yes, I am one of the teacher-monitors I am teaching them [elementary students] computer skills....” I confirm, “...so you like working with technology?”

“Yes, I love it...I love that...type of work.”

I am curious, “What do you want to do after you receive your college degree.”

With humility, Joya shares, “In my country I have a national degree. I have a law degree in Africa [Benin West Africa] I just want to bring back the degree I already know

...like...” I note her frustration with the system regarding that the U.S. school system does not recognize her degree accomplishments from her home country. She continues, “I put a lot on the future of having a job in this area, but for me it's kind of...” taking a moment to ponder this she says, “I can just go to another degree...but I need to learn something and if you move into this town and you don't get in any education you would be too invisible, over and over again.” Joya adds, “...and it's hard for me to decide what major I

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would choose because...I'm not...maybe it's just an assumption but it looks like even if

you have a degree who can [is there to] give you a job?”

Resigned to her options Joya explains, “...and after I checked [the programs] I just

decided to go by the only thing I already have [law degree] just to have this pride for

myself that's why I started [school] in the beginning...”

I ask Joya, “What country in Africa did you leave?”

“Oh...Benin West Africa it's a French country” she says, “Nigeria is an English

country and then we have another French country...and another French country. They divide, and they choose English or French. Everybody has a gift. Most of West Africa are French colonies...but, we are little [small country] like Nigeria and Guyana...”

“Did you learn English in West Africa?” I ask.

“We have English as a second language...in my country. When you go to school you have to go and learn English...but it is British English. We wrote English a lot, but I did not speak a lot of English in my country. But when we came here [America] we did not have a choice. If you want to eat...if you want to shop...you have to start learning better English.”

At this point, Marcel returns from his errand and we get into position to talk about the questions. I ask, “Do you mind if I sit on the floor?” Joya responds, “Oh...yes, of course please make yourself at home.”

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Interview

“Okay, first question...” I ask, “Would you please share a story about your family

and your background.” I pause a moment, “What comes to mind, something that you

would like someone like me to know about your family and your background?”

Marcel speaks up first and shares, “We are from Benin West Africa...like I can say we moved to the USA in September 2013. When we came here [from West Africa] we lived first in Aurora, Colorado we lived there for 1 year and after that we moved to

Fort Morgan...” Before I could ask why they choose Ft. Morgan, he says, “We have 5

kids...the oldest our son, Armel goes to Metro University in Denver. He is 21 years old.

He studies accounting and...” Marcel, says, proudly, “...will turn 21-years-old in

September.”

I want him to continue, so I ask, “Can you tell me about your other children?”

“Yes, our second one Danial is in high school, he is a senior who will be

graduating next year.”

Joya adds, “...and he's a soccer player and loves drama, he's involved in a lot...and

he's also a king...” she excitedly takes over for Marcel and continues, “...he's the homecoming King.” “Nadia is a sophomore in high school...” Marcel quickly adds,

“...and then we have two more in middle school, our son Eric...” Joya says, “...Eric is a

soccer player too” Marcel finishes up with, “...and our last one Maddie.”

As we move down the list of their children, Joya begins to proudly share, “Since

we moved here to Colorado we have evolved. We work with the community and the

school and we try to make it a good experience for newcomers, we try to make it more

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comfortable and affordable and more...easier because of our experience.” She restates

herself, “We try to make it a little bit easy for newcomers.” Looking down and thinking quietly for a moment about what is involved she empathizes, “...a lot of personal things have happened to them and we help them with interpretation and translation anything that we can do...” Joya looks up with tired eyes and says, “...it is not easy.”

Every Day is a Challenge

I ask if they do this all on their own or if they have outside support and/or resources to help. She says, “We do this through a group, a community group but at home personally we used to welcome a lot of people from our culture. It's what we can do to help.” Joya adds, “When we came...we struggled a lot, it's easier to help another person and share your experience with them...then they have more knowledge on how to handle this crazy town.” She laughs at her last statement as she visually put her arms up and pretends to be exhausted—so that her efforts are clearly understood.

I ask, “What is a normal day like for you...can you describe a normal day?

Marcel looks at Joya and smiles, then they laugh together, and Marcel emphatically states, “It is a challenge!”

“Can you describe what makes it a challenge?” I ask.

Joya begins, “Well...like Marcel works at night he comes home at 6:30 or 7 in the morning...and for me I have to leave at 7:30 in the morning...and every day the kids have to wake up by themselves. Like in the morning Daniel has soccer practice or basketball practice at 6:45 in the morning...” “No at 5:45 in the morning.” Marcel interjects.

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Joya continues, “...and Nadia has practice at 6 in the morning, cheerleader

practice...we just have to drive everybody...and after that the little one, Maddie plays

piano, she has piano lessons. We have to drive her too....and Eric is another story because

he is involved in a lot of things...because they don't have driver's license...we have to

drop them off and pick them up...it is always a challenge!” She looks at Marcel wishfully

and says, “Sometimes you pray there will be no practice today... It's like your life is your

kids...and our daily life is the kids. It is a real challenge every day!”

Language, Class Placement, and Economic Support

We all nod in agreement and move on to the next question, “Now, I know you are

both involved with the schools and teachers at the schools. Can you describe your first

meeting with people from your children’s school?” I add, “What was your impression the

first time you meet with teachers or staff from the school?” They both think about this for

a moment, I add, “...that it could be any interaction that stands out in their experiences.”

After another moment Marcel says, “I feel comfortable because they try to work

with me because I have a barrier for English. English is my second language. They try to

understand me and help me to have what I need even if they don't understand me...they

call somebody who speaks French....” he wanders off to another thought, “But one thing I

don't know...if that is the question, you know we have something here to help the

immigrant people...but that program is only for 3 years.”

Joya affirms, “Yes, the migrant program...”

Marcel, “Yes, the migrant program is only for 3 years and I think that is no good.

Because if you come the first time, they will take care of you only for 3 years, but if you

208 have kids who are supposed to go to the university and we're finished with the three years they can't follow you again...you see what I mean?”

He goes on to say, “...what concerns me, I think that the program is good, but they need more support; what we need is not only elementary school or high school support. They need support for the University because the University costs a lot [of money].” Joya agrees with Marcel, that the University fees are high, “...especially when you have 4 children at home to support and prepare them for their future.”

Joya thinks about the question and says, “...and me I will share something negative but not for me personally...but for other families, because for them they moved here in 2017 and when they first came to this area we [personally] welcomed them and then when it was time to register their kids...the school was not really welcoming.”

Joya goes on to clarify this point, “When I say they were not welcome, I mean they [the teachers] just decided to put their kids a grade down and I mean completely down...one [child] was supposed to be in first grade and they decided to put him in kindergarten...and the other [child] one was supposed to be in third grade and they decided to send this girl back to the first grade.”

She confirms, “There was no test during registration, and this caused some problems for them...” As an advocate, Joya adds, “I discussed this a lot with them and I refused to go through with what they [the teachers] said” Joya explains, from her personal experience, “I talked to the people at the school and I saw the paper that showed the range of ages, showing where their kids should be placed.....I already know it was wrong because we have friends here who have kids the same age and being put in this or

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that class, but this... this person...these two persons they [teachers] were pretending or they assumed these kids never speak English before so they cannot be in regular class....” her voice trails off thinking about this situation; sharing how difficult it is to always be on guard, just wanting things to be fair for the kids. Joya continues, “...and they were like...but we resolved that finally but....” again, she shares how difficult and emotionally draining it was to finally resolve the situation.

With a deep breath, Joya explains, “We had to go through the school district and bring one staff member to explain the process... after this person showed up for us at the district is was quick...I am going to say...... ” Joya expresses amazement at the efforts necessary to solve what seemed to be a simple situation to correct. She continues, “So we also got a person from the migrant program and I talked to the lady, explained the situation and she followed me to talk with the school district. When she talked...because she had this power...they supported us and [they] just got up and followed us back to the school district” Joya, saw this intervention of a third party as their only option to correct the situation.

“When we all showed up at the school district you can see the change. You can see they judged us before...but when they see you now...you can have some influence...but it may not be ‘real’ [not direct] power but another way.... another face makes a big difference.”

The teachers changed their minds about placement of the kids, Joya says, “She

[the teacher] was there and said, “oh this one can go to first grade this one go to...and I said oh now, you change your decision.... That's good...” She smiles, at finally getting the

210 situation resolved but still, Joya is more than amazed by all the unnecessary challenges and barriers they had to go through for someone to listen to their concerns.

Another issue she finds confusing is, “Another thing that happened with the school is that they try to be welcoming...many try a lot...but they still don't provide interpretation to the families that need it the most...they don't work with the families during teacher parent conference.”

Joya explains, the first time they meet with school personnel, “When we were here our first time [first school interaction] they sent a paper around and asked if you want interpretation or not and we said yes—and what language...and we said French— and this was great but...they did not provide anything.”

“When we showed up at the school there was only one person that knew how to say ‘Bonjour, Como Sava’, and this was the person that was supposed to interpret for us...” she laughs with amazement, “...it was kind of weird and disappointing”

Joya and Marcel ponder this experience for a moment. Joya extends some balance to the situation and says, “It’s both [sides] you know...you know the school is frustrating, still it's both sides, sometimes it will be okay and sometimes it is not.”

Marcel, speaks out, “yes...and I would like to add something about how to advise the kids at the high school. I think Daniel has everything he needs [requirements for graduation].”

Joya adds, “He has three classes before he graduates...but they just fill every hour he has with nothing.”

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Marcel agrees, “Nothing...” Joya confirms again, “...they just fill it with nothing...for nothing. It's not for the credits. He already has the credits they just fill his day with nothing.” They are both explaining that the classes have no relevant value or rigor for his future plans and registration to attend college.

Marcel explains why this is important, including the steps they have to go through, “We asked if he can take classes at MCC so that they would apply to his college credits...college classes for college credit. But they don't do that for him.”

Joya, “...but now finally it's okay, he's taking one class for college credit. But it's still not completely fixed. The counselors are the problem. They don't help...”

Frustrated, Marcel adds, “...and the one we had, he does not advise immigrant people, he only advises American people... white people. And Daniel has a 4.0

GPA. That's the problem...”

Wondering aloud what the problem may be Joya states, “...if they don't [ever] care about people of color...then that's the problem here. We would like to be able to do something to change things for the other person.” Looking a bit exhausted, Joya says, “If our experience can help...” she looks up, takes a deep breath and sits quietly for a moment.

The American Dream

“Thank you” I say moving on to a different topic, “Okay, let’s talk about the goals you have for your children?

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Marcel settles into a long moment of reflection, “The goal is to...” he stops to think again, “...to do everything for them so they can become something tomorrow...and

that would be our pleasure and that is why we fight”

I wanted to clarify exactly who they are fighting with and ask. “So, you two

fight?” motioning to Joya and Marcel or, “You two fight with your kids? Or, your kids fight each other?” This sounded funny to all of us…we all look at each other and laugh.

Marcel breaks the laughter and says, “Oh, no...” then together as if rehearsed, Joya and

Marcel laugh and say in unison, “We fight with the system. We fight the school...”

Marcel clarifies this while smiling, “Yes, we fight the system...because when we arrived here, we speak mostly French...” he explains a big challenge for them is, “...about our language because like me [for example] in my country I taught accounting. Because

I taught everything in French I can't apply for a job for accounting here...that is why I said we fight with the system [schools]...to make them to do everything for them [our kids] to finish up their school so they can have a good job...you see...that's why right now

Amel is studying accounting and is about ready to graduate...you see?”

“Yes, I see, he is also following in your footsteps.”

“Exactly!” Marcel says proudly and smiles with relief. He pauses for a moment,

“I think....” then turns to Joya, “Do you have something to add?”

With heartfelt emotion, Joya says, “I think that the goal is to see them...to not face what we really had to go through...yes, but differently...to not be judged...but, that they still need to work hard; we push them, we support them, we try to push them a little

bit...every day.”

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“Even...you know in this town people start working early like 16-years-old, but

we try to make sure they can meet their educational goals first—it is hard sometimes, but

we have to do this if we want something different.” She explains that she would like her

children to stay focused on their education, in light of other options that might be

available.

Technical/Academic Support vs. Social Skills

On this note, I ask, “Do your kids share their goals with you?”

Joya say, “Yes, they do everybody knows what they want to do...this makes it easy to just follow them with what they want to do.”

“Does everyone speak French at home?” I ask, “Yes” Joya says, “...we speak

French here at home, our kids are bilingual. We speak English outside of the home. We

want to keep the tradition in our family and continue to speak French at home.”

So, your family is bilingual, can you share another example of how the goals you

have for your children are supported in school?

“...at school?” she asks. “Yes...” so after a long pause, I ask Joya, “Okay, on a

scale of 1-5 how would you say the schools support your children's goals?

“Okay” she says, “I would say 2...did you say 1 to 5 --- yes---oh I was thinking, 2

if it was 1 to10, but you said 5; so...1 to 5...I would say 1.

Joya is specific with her thoughts, “They are good at teaching them what they

need to learn. But if it's support...that is...giving them encouragement to be what they

want to be... I would say 1.”

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“...One [rating] because some of the teachers are really good and try but there are

so little of them [not very many of the really good teachers] who try to keep up with what

the kids need.” Joya wonders about the reason for this discrepancy, “I really don't know if it's their fault or the school district's fault. I don't really know anything about that....”

She shares an example, “All information is done for the white person. But now in

Spanish they are better because they have more Spanish teachers, still not really a lot of

Spanish [speaking] teachers, but they have some Spanish-speaking teachers that work at

the school. These teachers are everywhere and are the connection between them [the

school] and the Spanish community. The Spanish community can have a good

experience, like they can just go to a Spanish speaker and have more information, but

[there is] some information nobody will give to them...but the other part of the

community we did not or do not have this choice...some teachers are good...but, after that

no [language or one-on-one] support to keep us going.”

Marcel agrees, “...yes...there are very few...she is right because you see our

daughter Nadia was a sophomore.” Joya continues, “She is in an English class...they

switched her English class since last year...”

Marcel finishes, “...and then Nadia complained several times when they wanted to

assign projects to the students, the projects that nobody wanted...she ended up getting the

last projects picked or they just gave them to her.” He justifies with, “...and they switched

her to a regular English class and she received English honors. Still, she complained

when projects were assigned to the class and she would get the leftover topic or

assignments.”

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“Let’s ask her...” Marcel suggests. Nadia comes out of her room, and after a short

amount of time discussing and sorting through the facts.

Nadia, says, “Yes, it was a regular English class...I did get English honors.”

Joya states as if Nadia is not standing in front of us, “So, she complains when she

ends up getting the topics or projects that are last to be chosen...and nobody is left to work on them...”

I ask Nadia, “Do you work on your own a lot?”

Nadia says, “Well, no, I do not work alone too much...not really...but I do seem to get stuck with the people who don't want to do anything.”

Together we agree that within every group or situation there will be a slacker or slackers involved—someone who will let others do most of the work; they will contribute less, yet they will claim the same amount or more of the credit for a joint project. We laugh about this reality and agree that it is not fair to the people who actually do the work, at the same time we contemplate why and how this happens.

Intuition, Self-Awareness, and Critical Thinking

Now, as we move onto the next question I ask, “So we have already talked a little bit about this, but please take another moment to describe your children’s strengths.” I add, “…this can be a strength they have at school or at home.’ I pause a moment, “What are their talents?”

Joya and Marcel take a very long time thinking about this question, they look at each other and chuckle it seems like something they have obviously talked about before,

Joya starts with, “Well, like talents...I would say Daniel likes to sing a lot and I think...all

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my children, overall their strength is being involved in activities. This gives them a lot of

strength since in many of these activities they sometimes face a lot of discrimination. But

that gives them...all of them...the courage to keep continuing...”

“...and I think I would say Daniel’s strength is that he is most himself, also if he

decides to do something better...they can put him down and he just laughs and even

though he has this inner strength...he will keep laughing—and everybody might say he is

nice, but he is mostly keeping it inside and this is how he expresses stress.”

Joya goes on, “...and Nadia, for her it is like she tries and continues to learn who

she is—and it is not easy—but now, like now...she accepts herself. She knows who she is

and that makes her really strong.”

“...Our other boy Eric, for him his strength is just him—he would prefer to be

color blind, to be just like everybody else [to believe that he is like everybody else—not

different] even if he cannot. He never judges people—even if people judge him.”

Sitting up straight and taking another deep breath, Joya says, “...But our little one,

Maddie, she's another story” Joya and Marcel laugh together, “...she is another story,

because she already knows who she is—she already knows, yes, she already knows. If

she just meets some body she can be friends with you or she can step back—if needed—

because she knows, she can read people's behavior quicker than—anybody I know—

better than any of our other kids—she trusts herself completely.”

Marcel adds, “Maddie, can know who you are [your essence] in a second...”

Again, Joya affirms Marcel’s observations, “Yes, she knows who you are very quickly...she has a high intuition and awareness...[for example] at school we were talking

217 about the dress code...we needed to buy a skirt and she showed me where it needed to be above her knee—so, I asked her why she needed it to be so precise...and she said, ‘You know when White people break the dress code –it’s okay....but when people like me break the dress code it would be a drama. I don't want to be a drama or the center of attention.’ ...and she is only 12-years-old, to know this at 12 is amazing.”

Referencing back to Eric, Joya says, “It is different for Eric, for him everybody is treated equal...he thinks this for now...”

“Maddie likes to be on top, she likes to know what is happening and she likes to understand what is going on...” Marcel adds, “...and she likes to organize everything--

God knows what it would have been like if she was the oldest child—it is good for us that she is the last child.” Marcel says laughing. I say, “Someone must be looking out for you.” We laugh at all the similarities and differences between their children. I move us on to the next question and direct it to them, “Can you both share your strengths with me?

They seem to be a bit surprised by this question, Joya turns to Marcel, what is your strength?” she asks and laughs...she pauses to think about the question for a few moments and then she proudly states, “I would say my strength is being a person of color...and being challenged every day is my strength.” Joya adds, “Instead of putting myself down I prefer to show the other people I have an education before coming to this town...and I think that this makes my life, almost every day challenging.”

She reflects with self-compassion, pain, and resolve in her voice, “...because I remember people...a lot of people...just talk, they say some words...words, just words but they never realize the impact of those words in your life; and those words can put you

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down or those words can put you up...and in my case the words put me up. Because I

just have-to show people [who judge] that they are wrong...and keeping this one thought

in my mind makes me strong...and I just keep doing what I have to do...”

As we absorb Joya’s words, we are all quite for a long minute, pondering what this means for each of us. Then suddenly Marcel blurts out, “...happiness...and happiness...”

Surprised, I ask Marcel, “Happiness...is this is your strength?” I said smiling.

Joya perks up smiling, “He is happy all the time...” as she waves her hand over her head.

Marcel, explains to us, “I start my day happy...so...because you have-to wake up early, take the kids to their different practice, come back home, go to work, so you have to be happy...a smiley face—a positive attitude. I am very grateful for my life and my family and that makes me happy.” We laugh with him as he expresses boyish excitement about being so happy.” Joya and Marcel also agree that this time to share their story is a happy time; it is like a vacation. They can sit for a while without the worry of driving one of their children to a practice.

I ask if there is anything else, they would like to add? Joya adds, affirming and enjoying Marcel’s happiness, “Yes...my strength is also my family...the other part is seeing my family every day, it is a good strength for me—to make sure everybody is okay.”

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Equality and Respect

I let Joya and Marcel know that we are getting close to our last question and ask,

“What would help make you feel more comfortable or included regarding educational

decisions (or community activities) at your children’s school?

Joya responds quickly, “What can make me comfortable is having people; what

am I going to say...to treat everybody equally; even at school. My school...for us at MCC

would be for a teacher to treat` everyone equally; and at my work school. Working with

the school I can tell you some teachers never treat their students equally.” Again, as a

trained attorney she balances her statement with, “...and maybe sometimes it is not on

purpose but for us already, people of color; we judge because of fear, we step back

sometimes without knowing; [teachers] need to learn and the school district needs to give

some cultural competency to their people.”

Joya emphasizes, “...and not like just a friendly smile...to say hi and right after

that make a racist comment; this does not give people the welcome they would like to

have.” She adds, “...because we are not really comfortable with some teachers; and we

are not really comfortable with some staff. I think this can be improved to help us be

more comfortable.”

Family Artifact

Marcel ponders the question, “I am thinking to see what I might add.” While

Marcel thinks about this I ask, “...is there an artifact, or quote—something that is

important to you and your family that represents your challenges with education and/or

your struggles...something that represents success for you and your family.

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Immediately Marcel knows what that is for him, “We don't have it here...but I can show you the picture of it, it is something—putting your hands together—a pierced jar. If you want to succeed in something don't do it alone. But do it together.” He

searches through the internet to find a picture to share while Joya explains, “It is a jar and

this jar has holes in it...and this jar has holes everywhere and if we put water in it

everything will flow down and out; but if everybody puts their hand over a hole—

everything stays in—our life is a jar and we need to put our hands over everywhere that

has a hole; and never leave a hole open and that can keep you up.”

Our ancestors used to say in French “...if you have; if you have a heavy weight or something is really heavy for you [you] need to put it up in your heart....if you put it in your heart help will come...when you put your needs out from your heart, help comes and

God helps you put your needs in your heart.”

Marcel says, “We had a jar we brought from our home [Africa]...but it broke, so

we ordered it again—a pierced jar.” Marcel continues to look for a picture online.

Joya explains, “...it means, unification of people in our nation...to be

together...working together...”

Marcel looks up from his internet search and adds, “...and one more thing about

the kids—our parents they give us—” he explains another tradition passed down from

their parents sharing the message of unification, “...they [our parents] give us one stick

and you can break it easily but if they give you two, three, or four sticks and tie them

together you cannot break them as easily over your knee. So, they teach us to be close

and not to fight every day...the coming together of people gives you strength...”

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Joya then shares a sculpture retrieved by Nadia from their bedroom and tells the story, “...you see” showing me the twelve-inch tall, two toned wooden sculpture, “...this is a gift from my parents when we got married. And you can see two persons...they are holding hands they can have kids and there is no way to take them outside of the circle,

you keep them in the circle...and you protect them in the circle; and you protect yourself

in the circle.”

Joya points to the sculpture and demonstrates how this process works within and

around the piece of art in her hands, “This is the only statue we have from Africa that did

not break. It is a symbol of communication; anything you have to teach your kids is to be

in life even if one day you pass away—they have to keep their hands together—and if

you are strong and you have your hands together you will win; you will fight together

with your hands together.” We talk more about the beauty of this artifact and its meaning

for their family. This discussion triggers more reflection as I ask them, “Is there anything

else you would like to share or add to our conversation?”

Their daughter Nadia, fully dressed and accessorized in her cheerleading outfit,

stands next to the dining room table waiting for her parents to drive her to her second

cheerleading practice of the day, Joya decides to take the time to voice a few more final

thoughts and examples about the meaning behind the artifacts they just shared, “...you

know...we prefer to share our experience all the time; and people should know that

sharing our stories helps other people not to make the same mistakes—we have made.”

“It can empower other people's lives. I can say when we came here after one-year

in the U.S. we seen and lived the struggle and then [at the time] we didn't know...we

222 didn't know what our story really meant...but any person coming into this town...I can say by sharing our story we help them to be sure they do certain things. Because we didn't do it...we didn't know it [at the time].”

Joya thinks about how difficult the alternative can be, “...but some people like to keep their stories secret when they come here they fear that they have to go through their own experience on their own—It's not easy sometimes but when you share your story you can feel free inside—you don't feel oppressed—in your own body because people can oppress you...but in your own body you are really free. Yeah...it's our life—this is our life and we keep sharing our story.”

Marcel jumps in to share an example, Nadia is waiting by the dining room table and begins to make her presence known, “...and it's like Joya said when we came here for the first time; after one month she got her job. And one week later I got my job. And when she started working...she wanted to be a nursing assistant...but I only have one friend and...” Joya adds, “...we didn't know very many people, but just one person [we knew] was working in a hospital... and this person who worked there...”

Marcel interjects, “...came from the same town, we asked her for help, but what is funny other friends thought we were just very lucky that we got jobs very quickly some friends have been here for nine months without getting a job...so...we said, keep going...you’ll figure it out....that’s not fair that they will not ask for help and share their story for help with nothing in return.” Together we ponder the irony, as Marcel finishes his story, “...so we say any person that comes from where we are from and wants to stay

223 with us, we are not going to expect something in return or keep a secret, we are going to show them how to do it, we will not keep our experience a secret.”

Joya, says, “...like I told you...instead of putting myself down I prefer to try to think of life as a challenge that builds; that helps to build me up. You can very easily shut down and stay [in one place] waiting and think that you can do everything by yourself—I don't need anybody. But I need people, but not the people that do not share or ask for help when they need it.”

Marcel finishes our conversation reaffirming their beliefs, “...what we have to do is connect with people every day....because we don’t know what tomorrow will bring...if you can do it...you have to do it...you can’t think like, ‘if I do that for him, what can I have in return’ we can’t think that way...because we want to do things for other people...we do it from our heart.”

On that note, I thank Joya and Marcel for sharing their story. I also thank Nadia for patiently waiting for her ride to cheerleading practice. Vacation time is over for Joya and Marcel, as we all walk out the door together and say our goodbyes.

Data Summary: Family 3

Embedded within this family summary or essense the goal is to provide a space for readers to create an alternative view and/or meaning. The same care is taken as with

Family 1 and Family 2, always mindful that “...relationship is at the center of portraiture...and it is the [families] who are the most vulnerable...” (Lawrence- Lightfoot

& Davis, 2000, p. 172) I draw from this family portriat as it informs eight emergent categories independent of the whole (Table 12; Appendix Q).

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Family 3 ‐ West African Newcomer

50 45 40 34 32 33 35 30 24 25 18 16 20 13 15 9 10 5 0

Family 3

Table 12: Family 3-West African Newcomer: Top 8 Categories-Overall Essence (Appendix Q)

Based on their lived experience Family 3 deliberatly searches for connectivity

between self and others. The ‘other’ within this context are others of similarity—those

who belong to the same community, thoses who identify with each other and may share

common identity and/or beliefs. This family searches for what ‘binds us together’

paradoxally, revealing differences and exhasterbating their own vulnerabilities (32). In

essense, seeking a deep connection with others often exposes subline to borderline

similarities and differences between self and ‘others of difference and others of

opposition’; self-awareness is an underlying family value they hold this value as proof of

their identity while they search for a sense of belonging (34).

Thematically significant is how this family demonstrates their desire to connect with others (34) it is a continious challenge and reflection of self-identity and family

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agency (32). Still, this challenge cannot be seperated from a host of systemic issues

attached to the public school system and is deeply interrelated with school interactions

and the building of school relationships.

Rooted in family cultural and beliefs this family operates with a high regard for

self- awareness through reflection and critical thought. Their day-to-day activities are

designed around their high value for education (33) as a foundation and path to a better life—they maintain a strong belief in the American dream. However, underneath the family dicipline, safety, and structure is a tidle wave of supressed pain (32) based on past experiences, acts of discrimination, and core beliefs associated with social norms, and school policies.

Poverty an Underlying Factor

Economic challenges are underlined with systemic poverty. Poverty factors influence the ability of this family to provide and continue to cover their educational needs and expenses.

Marcel shares, “Yes, the migrant program is only for 3 years and I think that is no good. Because if you come the first time, they will take care of you only for 3 years, but if you have kids who are supposed to go to the university and we're finished with the three years they can't follow you again...you see what I mean?”

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you have 4 children at home to support and prepare them for their future” (Table 12;

Appendix Q).

The Search for Goodness

Family three demonstrates their day-by-day challenges through a lens of

belonging (34). Goals setting (13), talent development (16), and advocacy efforts are

often internally motivated by historical pain and anger (32) experienced through discriminatory (24) actions and/or interractions with others.

There are major psychological stresses encountered at both the intrapersonal (self) and interpersonal (others) levels on a daily basis that add to the daily challenge of maintaining a sense of well-being. For this family historical perceptions and lived experiences of discrimination (24) reveals an epigenetic pattern of trauma; a generational pattern of psychological challenges is gleamed from discriminatory (24) actions.

Regardless if these actions are real or perceived they are of historical relevance.

Significant relevance is weighted on their need to fit-in and connect with the community; their beliefs manifest through their actions and experiences with individual and community advocacy.

Joya proudly shares, “Since we moved here to Colorado we have evolved. We work with the community and the school and we try to make it a good experience for newcomers, we try to make it more comfortable and affordable and more...easier because of our experience.” She restates herself, “We try to make it a little bit easy for newcomers.” Looking down and thinking quietly for a moment about what is involved she empathizes, “...a lot of personal things have happened to them and we help them with

227 interpretation and translation anything that we can do...” Joya looks up with tired eyes and says, “...it is not easy” (Table 12; Appendix Q).

Belonging and Education

Belonging (34) and education (33) go hand-in-hand for this family. Their identity is shaped by their ability to think critically and reflectively. However, congruent with their identity development there is a cultural mismatch—a clash of misunderstanding and/or discriminatory actions, for example:

I confirm that Joya is a currently a college student, “So, are you also a student?”

Joya replies, “Yes....because it's hard for us...I prefer to go online classes.” Joya says ‘us’ referring to her culture as she self identifies as a women-of-color. She continues, “...because...nobody sees me [during online classes] nobody judges me with my accent. They judge only my paperwork. And I'm good with that.” Through her tone of voice and facial expressions I immediately understand this action stems from a significant level of pain and feelings of being judged. So, to get a bigger picture of understanding and ask her, “Overall, what do you think of the college is it good? (Table

12; Appendix Q).

Discrimination

Joya, explains, “The college [MCC] is good they try to do a lot I'm part of one educational committee and it's for staff members and they try to make it better...even

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I could feel and hear painful emotions building in her voice, “...because they judge you for nothing and they don’t treat...” she stops to take a deep breath, sighs, ponders a bit, and states, “...it's not all of them.” Joya takes a moment to center her thoughts, “It was great to have some teachers...” her thoughts trail off a bit, “...but it caused for me like so much pain, it is painful to show up and to see some teachers face of distain.” Reflection of this experience is very disconcerting for Joya. Her pain is felt deeply; it is seeded from past experiences, this painful reflection of her recent experience judgement bubbles to the surface and has an obvious physical impact on her life. Joya finishes her thoughts by reaffirming a solution to avoid future pain with, “That is why...I decided to just to go by online [classes] this quarter.”

Joya’s feelings of judgment mixed with her strong desire to meaningfully connect through her many personal and educational interactions often creates a lasting state of cognitive dissonance.

Joya describes a portion of their daily challenge, “...and Nadia has practice at 6 in the morning, cheerleader practice...we just have to drive everybody...and after that the little one, Maddie plays piano, she has piano lessons. We have to drive her too....and Eric is another story because he is involved in a lot of things...because they don't have driver's license...we have to drop them off and pick them up...it is always a challenge!” She looks at Marcel wishfully and says, “Sometimes you pray there will be no practice today... It's like your life is your kids...and our daily life is the kids. It is a real challenge every day!”

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Talents, Skills, and Interests

Armel: “…is studying accounting and is about ready to graduate [college]...you see?” “Yes, I see, he is also following in your footsteps. “Exactly!” Marcel says proudly and smiles with relief.

Daniel: Joya says, “...and I think I would say Daniel’s strength is that he is most himself, also if he decides to do something better...they can put him down and he just laughs and even though he has this inner strength...he will keep laughing—and everybody might say he is nice, but he is mostly keeping it inside and this is how he expresses stress.”

Nadia: “...and Nadia, for her it is like she tries and continues to learn who she is—and it is not easy—but now, like now...she accepts herself. She knows who she is and that makes her really strong.”

Eric: “...Our other boy Eric, for him his strength is just him—he would prefer to be color blind, to be just like everybody else [to believe that he is like everybody else— not different] even if he cannot. He never judges people—even if people judge him.”

Maddie: “...But our little one, Maddie, she's another story” Joya and Marcel laugh together, “...she is another story, because she already knows who she is—she already knows, yes, she already knows. If she just meets someone she can be friends with you or she can step back—if needed—because she knows, she can read people's behavior quicker than—anybody I know—better than any of our other kids—she trusts herself completely.”

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Family Artifact

Connection and unification with self and others describes the essence of this

family. Collaboration and advocacy also align with the artifacts shared.

Immediately Marcel shares, “…—putting your hands together—a pierced jar. If

you want to succeed in something don't do it alone. But do it together.” He searches

through the internet to find a picture to share while Joya explains, “It is a jar and this jar has holes in it...and this jar has holes everywhere and if we put water in it everything will flow down and out; but if everybody puts their hand over a hole—everything stays in— our life is a jar and we need to put our hands over everywhere that has a hole; and never leave a hole open and that can keep you up.”

God helps you put your needs in your heart.”

Marcel says, “We had a jar we brought from our home [Africa]...but it broke, so

we ordered it again—a pierced jar.” Marcel continues to look for a picture online.

Joya explains, “...it means, unification of people in our nation...to be

together...working together...”

Marcel looks up from his internet search and adds, “...and one more thing about

the kids—our parents they give us—” he explains another tradition passed down from

their parents sharing the message of unification, “...they [our parents] give us one stick

and you can break it easily but if they give you two, three, or four sticks and tie them

231

together you cannot break them as easily over your knee. So, they teach us to be close

and not to fight every day...the coming together of people gives you strength...”

you keep them in the circle...and you protect them in the circle; and you protect yourself

in the circle.”

Joya points to the sculpture and demonstrates how this process works within and

around the piece of art in her hands, “This is the only statue we have from Africa that did

not break. It is a symbol of communication; anything you have to teach your kids is to be

in life even if one day you pass away—they have to keep their hands together—and if

you are strong and you have your hands together you will win; you will fight together

with your hands together.”

Intersection of Observations

Intersecting family beliefs clearly involve and influence the development of

individual belief-systems, in turn these individual intersections of conflicting (positive or

negative) beliefs determine and develop a spectrum of courage, fears, judgments, and

behaviors that manifest throughout a lifetime. Generational family values, beliefs, and attitudes influence and model how we think, shape, feel, and practice intrapersonal (self- talk) and interpersonal (verbal or non-verbal visible exchanges of messages) interactions.

Accordingly, fixed (non-changing notions/ideas even with conflicting evidence of said

232 notions/ideas most often based on false or incomplete information) and fluid beliefs

(capacity to change said notions/ideas with effort) influence and impact how we recognize and control our emotions. Self-regulation of emotions is learned and reflected upon within each family belief-system; and strong emotions often manifest or can be triggered into reactive behaviors prior to self-recognition, identification, and understanding (Brown, 2012; Miller, 1997; Yeager et al., 2013).

Overall levels of perceived success, well-being, and quality of relationships are rooted in family beliefs held as ‘facts’ without margins for contradiction. In other words, belief systems mostly operate on ‘auto-pilot’, the space between stimulus and response, family and social norms are filtered through a belief-habit cycle (Figure 18) and absorbed without much awareness—it operates subconsciously unless we are able to apply an intervention of non-cognitive factors (personal attributes) such as: persistence, self- control, grit, motivation, and mindset toward ability and effort (Duckworth, 2009, 2016;

Duckwork & Quinn, 2009; Duckworth et al., 2007; Dweck, 2000, 2016; Olszewski-

Kubilius & Clarenback, 2014).

For example, social norms and dominate family beliefs filtered through a subconscious belief-habit cycle of family interaction may look like this: families do not question the value of education, but they do question the merits of the system. Still, families respond with motivation from this belief that building talents, skills, and interests, will merit recognized achievements in school that are believed to be the path to success (the American dream). Subsequently, families are motivated to work hard despite the contradictions (based on perceived or real academic achievement outcomes), social

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norms, and challenging cues experienced between families and educators. Internal and

external barriers related to educational success do not detour families in their belief that

hard work and merit will eventually bring the reward of economic success and social

well-being. Dominate social norm and belief in the American dream are not questioned despite the cognitive dissonance it invokes (Allen, 2019; McGinnis, 2009; Reis, 2002).

Unquestioned beliefs and ambivalent understanding are partial justifications for the proposed intervention described in chapter 5. Intervention includes the practice of mindfulness (the practice or habit of paying careful attention to your thoughts, feelings, and environment). Research indicates a special need for learners and educators to understand and practice personal and social awareness, using freely available tools, to adequately face daily interactions fraught with contradictions. High/low levels of stress experienced daily through on-going interactions (including isolated interactions, or lack

of interactions) normally involve visible and/or invisible reactions, response, and can

involve the reactivation of emotional triggers related to traumatic events or activities

(Flook et al., 2013; Williams et al., 2018).

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Figure 18: Cycle of Belief (Appendix R)–Adapted: (Pirie, 2013)

Family beliefs about educational success are stated in mostly positive narratives and self-descriptions for instance, Mira stated, “…education is the best thing that you can have…” In contrast, several family members describe or reflect personal self-defeating beliefs about success or failure such as, “…I used to be really…pretty smart” expressed by Tucker. Family portraits reveal these self-descriptions are usually reinforced or contradicted by another family member through either non-verbal or verbal interactions.

Overall and collectively the essence of each family portrait expresses high aspirations and optimism for education despite self-defeating claims.

Still, optimism is littered with insidious self-doubts involving access, affordability, and self-identity that are overtly underlined with repressed feelings of pain and anger. This finding elicits the question, how do the contradictions between self-doubt 235

and agency allow for a positive alignment with obtaining an educational pathway

possible?

Short-term ramifications have life-impacts influenced by family belief systems

that run deep and sustain the family root system. They often defy rational mental

constructions; they are emotionally constructed and created unconsciously. Family beliefs

are deeply absorbed and genetically passed on in childhood at a time when individuals and/or families could not objectively view, absorb, or separate themselves from what was happening during a specific event or a type of action. An action that may have been repeated over, and over again, over time, thus reinforcing unconscious beliefs about self and others that are difficult to change.

Understanding the phenomenon of shared beliefs requires individualized work. It requires an openness to think and understand about what our personal belief system really means to us as individuals and how they influence and impact our overall educational pathway—or alternative pathway to learning involving personal growth and development. A belief or belief system is not ‘what happened to you/us’—it is more about the ‘emotional meaning’ we give to what happened to you/us or your family. Based on beliefs, why is the educational path of success for these families mixed with such a broad spectrum of painful individual and family experiences? Is something happening beyond the family system to influence these reactions? What external supports are not systematically in place or deemed adequate for family well-being? Perhaps this is a sign of a misunderstandings or disagreements of ‘emotional meanings’ between families and

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educators. Is the academic gap wide due to a cultural mismatch of belief systems that are

not properly aligned and/or supported for educational success?

Belief systems are insidious and incredibly powerful. The nature of beliefs is that

they are what they are and will not organically evolve themselves into something more positive or negative (Barrett, 2017). This means, in essence we will attract people, events, and interactions that validate our belief system; we will manifest evidence of our belief system through our reactions to life and others; and we will perceive painful events and interactions as reinforcement of our belief system (Brown, 2012; Brach, 2005, 2013;

Miller, 1997, 2001; 2002, 2006; Yeager et al., 2013).

For example, without intervention or modeling outside of schooling, Mira

instinctively believes, “…education is the best thing that you can have…” she values education and demonstrate a positive (growth) mindset through the social, emotional support, and encouragement she provides her children with the ideas and hope she holds for a better life. Similarly, Joya and Marcel believe, “The goal is to do everything for them [their children] so they can become something tomorrow…” In turn, their children are instilled with the powerful belief that they will be able to accomplish something though hard work, education, and passion for their interests.

On the other hand, Tucker expresses doubts about his intelligence, “…I used to be

really…pretty smart.” Subconsciously, Tucker displays a pattern of feeling unworthy,

mixed with feelings of neglect, confusion, and a general sense of being discarded. At the

same time, Brenda directly counters his belief and interjects, “You are smart!” Since

Brenda has only been in Tuckers life for a short time, I wonder if this display of positive

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reinforcement is enough for him to overcome his genetic makeup (belief system) from his

previous caretakers. He dropped out of the main school system and curriculum, due to

bullying concerns (not fitting-in and not feeling a sense of belonging), he reverted to online learning and is planning on moving to live with his Aunt in Florida.

Still, Tucker’s main dream and goal is to be the first to graduate in his family— clearly education is a value for him to better himself. It is a family value reflected by

Tucker’s Uncle Jack as he clearly stated his dream and goals for his children as, “Not to turn out like me!”—referring to his lack of education and counter habits of drug addiction—unworthiness and shame are played out differently in all families (Brown,

2012; Brach, 2005, 2013; Miller, 1997, 2001; 2002, 2006; Yeager et al., 2013).

The question remains: Is long-term educational success beyond Tucker’s reach or control? This is a difficult question for educators to answer or act upon. When operating from patterns of childhood trauma, body chemistry and brain wiring that seems ‘normal’, it may be difficult, but not impossible for learners to evolve. Observational learning

(modeling) and self-regulation (control of feelings and emotions) are two critical tools available to transform belief systems and motivate learners through new and/or greater depths of awareness. Learning through observation or modeling includes components of attention (stop), retention (look), reproduction (listen), and motivation (act). Self- regulation includes components of self-observation (stop), judgment (look), and self- response (listen-reflect) (Bandura, 1986; Brach, 2013; Fisher, 2012; Fisher et. al., 2015;

MacKenzie, & Scheurich, 2004). In other words, the mantra: stop, look, listen, act with care, and reflect with empathy is activated.

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Family Catagories

50 45 39 40 34 32 33 35 30 24 25 18 20 16 16 16 13 14 13 15 11 10 8 9 8 10 55 5 6 4 33 5 0

Family 1 Family 2 Family 3

Table 13: Family Categories (Appendix X)

These three culturally and economically diverse families share several common beliefs, values, and attitudes yet, based on the context of their environment, manifest them through very different actions, thoughts, and behaviors. The most salient of these common beliefs, values, and attitudes are the 1) intersections of painful experiences, exacerbated by 2) challenges involving access to specific educational paths. By examining the influence of underlying and/or invisible transmissions of beliefs, values, and attitudes within each family (Table 13) the following overarching themes prevailed:

1. Belief in the American dream for a better life and future for their children.

2. Interactions with the school system perceived as an opportunity and/or barrier.

3. Historic interactions and/or recent experiences involving traumatic affects.

Families describe lived experiences involving access to educational pathways, the way leading to the American dream, with mixed feelings, thoughts, responses, and

239 behaviors. Lived family experiences commonly display symptoms of trauma that may involve discrimination, judgment, and sense of belonging or fitting-in, thus exposing varying levels of self-awareness, social-awareness, and identity struggles. The level of struggle(s) underlined are influenced by degrees of social-emotional practice and development related to socio-economic challenges.

Conceptual Framework

The research question: examining how underrepresented cultures and marginalized families in rural communities perceive success across educational pipelines is best understood through a larger conceptual framework yet, significant revaluations of this understanding depend on a micro level of inspection and understanding. Individual family members and their collective beliefs, values, and attitudes—remain at the root of fixed and developing belief systems (Table 14; Appendix T).

The family voice, acknowledged, observed, and captured within a timeless and compassionate moment provides critical insights related to the core development of beliefs, values, and attitudes. Viewed across educational pipelines the family voice is the structure used to conduct this critical examination of educational gaps as seen occupied and perceived by three underrepresented cultures and marginalized families. The family voice presented as portraiture makes visible interrelated feelings of tension and discomfort, and emotions of joy and celebration as nourishment for critical thinking through the exploration of self and other which is psychological significant for family well-being.

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Specifically, psychological well-being is significantly connected to assets of cultural wealth for all three families that is supported by family traditions (the

transmission of beliefs passed on for generations). Cultural wealth defined within this

study is described as family talents, skills, interests, and goals that are aligned with a

powerful belief in the American dream. Concurrently, the goal of attaining a better life is

critically aligned with a belief in the American dream—and both beliefs are intrinsically

connected to the school system—the school system is the perceived path to economic

success for all three families.

Categories_Collective View

100 90 76 80 70 70 54 60 52 50 41 40 32 31 30 17 20 10 0

Catagories

Table 14: Categories Collective View (Appendix T)

Conceptual Model Revised

Examining generational patterns of perceptions (values, beliefs, and attitudes) is

best viewed as a complex eco-system of uneven growth, interconnection, and disrupted

development (Figure 1, p. 13). For example, using the tree as a metaphor, uneven growth

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is influenced by a variety of internal (quality of seeds/story and soil, placement or

proximity to others, etc.) and external factors (weather conditions, access to sunlight,

water, care, etc.). These pre-conditional factors influence how, when, and if it will reach its full development and potential; and even if it reaches its ultimate height, strength, and stature it will constantly continue to change in nature and structure (beliefs, values, and attitudes) with the seasons (external factors) reshaping itself, as necessary, to its

environment (community) to survive.

Concepts such as critical theory, standpoint theory, and the educational practice of

culturally responsive pedagogy interconnect with this process of uneven growth and

should be considered as notions, theories, and educational practice that shed light on what

we already know and use to support underrepresented cultures and marginalized families.

These concepts filter the light (energy) above the tree and provide the fuel for educator

and family interaction (leaves) necessary for the tree to thrive; in turn the quality of these

interactions can dramatically influence and/or inform the overall sense of a family’s well-

being down to their roots—the self-creation of meaning through experience (Creswell,

2013, 2014; Tharp et al., 2000; Vocate, 1991, 1994).

Depending on the consistency, angle, and quality of light source, the quality of the

soil, and patterns of imbued familial influences, these concepts in the final analysis are

important tools used to deconstruct the complexity, development, and state of individual

and family perception. Every family is unique and like trees they are shaped and

conditioned within different environments during their early years, yet they continue to

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develop, reshape, and adjust to the light source and soil nutrients available to them as

they mature and seek their full potential.

Families and family beliefs, values, and attitudes represent the roots of this

conceptual framework. Consequently, family perceptions are strongly influenced by

positive and negative generational patterns of beliefs, values, and attitudes. When these

patterns of family norms and beliefs run counter to a dominate culture or community,

family members will often face a difficult challenge to sustain, break, overcome and/or integrate the most effective pattern(s) or norms within a context that supports a dominate community and still maintains or sustains family cohesiveness. In other words, for a family to thrive and retain a sense of well-being, creating a balanced nutritional mix of soil is imperative at the root level; a balance of nutrients representative of educational

access, environmental justice, and economic opportunities.

A basic mix of nutrients is necessary to build a foundation critical to developing

(planning) and sustaining (supporting) a productive (actionable) and creative perception

(mindset) of success (learning experience). This involves the ability to maintain and

develop a healthy growth mindset and build a supportive network of advocates interested

in creating a bridge toward cultivating talents, skills, and interests for families and their

children (Figure 19).

The bridge to this positive outcome or mindset consistently points to advocacy

efforts as the key to reducing gaps related to resources and social capital—advocacy is

the (invisible) key for the creation and development of social capital. Within this study

social capital is viewed as the relational awareness, accumulation of support, and

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utilization of outside networks as a necessary expansion of family social and cultural

wealth. The accumulation of social capital may also run parallel with the family root

system of beliefs, values, and attitudes. Meaning viewed as a necessity to economic gain

and educational access, underrepresented cultures and marginalized families may never fully penetrate the full status of belonging to the dominate culture necessary for complete educational and economic success.

Aside from essential components surrounding the family belief system, answering the research question lies within the root of the tree—the family roots, the family voice;

the family story. The family voice and their collective stories protect self, celebrate self,

and others, and slowly the clues necessary to understand the origins of family perceptions

emerge. Specifically, the perception of educational success within the context of the

dominate culture’s notions and ideas remain to be an ambivalent mix of feelings,

emotions, and behaviors.

Familial factors of social/cultural wealth are positioned in the foreground, while

mediating influences such as, educational access, environmental justice, and economic

opportunities are background factors that represent the quality of the soil that nurtures the

tree to its full potential; likewise, the quality of these influential factors often contribute

to a family’s psychological well-being and/or perception of the world. Searching,

discovering, and acquiring clarity of generational patterns or life-long habits of

perceptions (represented as the truck of the tree) is both a personal and socially

constructed process influenced by a variety of internal and external variables—often the

core health of the tree trunk (perceptions) determines its future path.

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The revised conceptual framework (Figure 19) reflects the new position of social-

emotional skill development. Results of this study suggest core health and psychological

well-being, represented as the trunk of the tree is synonymous or interrelated with the

suggested pedagogies and framework of social-emotional (SE) skill development.

Through family observations and self-descriptions, family perceptions demonstrate and

reveal varying skill levels and degrees of SE competencies. This evidence is suggestive

of a need and closer investigation of social-emotional processes and development within

the family that can positively contribute to the overall health and psychological well- being of families.

This new conceptual framework will continue to be used as a tool to organize and understand the complexity of foreground and background elements that affect and influence a family’s resilience and openness to changing conditions. Meta-analysis of 213 studies support the positive impact of SEL showing increased ability to manage stress and depression, and increased understandings of self and others. Despite the importance of SEL as critical to learning skills involving educational achievement, employment opportunities, and family life, educational reforms of the P-20 system have not sufficiently focused on SEL factors as critical to equity, poverty, and lifetime outcomes

(Durlak et al., 2011; Jones & Kahn, 2017; Jones & Suzanne, 2012; Jones et al., 2015).

Allowing for a full understanding of this phenomenon of beliefs related to educational success, inquiry methods of critical autoethnography involving, observation, self-observation, and reflexive investigation are applied throughout the following intervention and description (Boylorn & Orbe, 2014).

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Figure 19: Conceptual Model REVISED

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Emergent Themes and Assertions

What Does this Mean?

In relation to the research question: examining how underrepresented cultures

and marginalized families in rural communities perceive success across educational

pipelines, findings suggest a core belief in the American dream is the main overarching

perception of educational success across the pipeline.

The second, overarching theme, involves family interactions with the school

system; the school system and the officials who represent traditional education are

perceived as both barriers and opportunities to pursue and/or overcome when obtaining

family goals ultimately leading to a better life and future for their children.

Finally, and perhaps the most provocative finding is the overarching theme of historic interactions and/or recent experiences involving traumatic affects. Interactions that trigger historic experiences or systemic trauma are often induced, overlooked, ignored, and misunderstood by families and educators (Table 15; Appendix U).

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Table 15: Theme Matrix (Appendix U) –Adapted: (Pirie, 2013)

Trauma is defined as a deeply distressing historic experience or interactions, and/or recent experiences or interactions that trigger traumatic affects, response, or behaviors. Behavior is only one determinant of motivation and is usually motivated by some manifestation of affect, it is also biologically, culturally, and situationally

determined (Maslow, 1943, 1963, 1971; Williams et al., 2018).

For example, complex post-traumatic stress syndrome (C-PTSD) involves the

simultaneous or sequential occurrence of child/adult mental, emotional, or psychological abuse, maltreatment, or distress. Herein, the individual and family stories of painful interactions and experiences are significantly relevant to family beliefs, values, and

248 attitudes as these experiences have an enormous impact on the overall psychological well-being of family members and their overall world view (Felitti et al., 1998; Gibson,

2015; Levine & Kline, 2007; Miller, 1997; 2001; 2002; 2006; Nakazaqwa, 2015).

Symptoms or clues of emotional, mental, and/or psychological (trauma) includes elements related to shock, denial, confusion, difficulty concentrating, anger, irritability, mood swings (extreme emotional fluctuations), anxiety, fear, nightmares; domestic, community, and/or family violence; withdrawal from others, daydreaming, and feelings of sadness, loneliness, hopelessness, and/or shame.

It is difficult to discern a primary or dominate theme considering the invisible factors involved with each theme, one is not exclusive to the other; the social, cultural, and educational context of this study allows these emergent themes to overlap, they are interrelated, connected, and imbued within a combination and spectrum of fixed and fluid beliefs that form the perceptions, barriers, and opportunities of educational success.

Subsequently, each overarching theme will be examined and discussed in more detail in chapter 5:

1. Belief in the American dream for a better life and future for their children.

2. Interactions with the school system perceived as an opportunity and/or barrier.

3. Historic interactions and/or recent experiences involving traumatic affects.

(Table 15; Appendix U).

Conclusion

In sync with the American dream and education as the path to that dream, educators may believe that teaching and learning is isolated within the schools and the

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classrooms. Many educators may believe curriculum is unaffected or unrelated by life

(the life of self and others) outside the classroom and; some educators may believe

educational success is not relevant to a learner’s social class, race, or dominance of social

norms within their community. In contrast, Chomsky (2017a, p. x; 2017b) believes, “The

American Dream, like most dreams, has large elements of myth to it.” What are these

myths that persist, and what impact does this belief have on individuals and families?

Finally, we should ask why is it important to understand the patterns of beliefs within a family and within an educator’s context of self and others? Identifying the beliefs relating to self and others is significant to the practice of teaching and learning.

For example, The Science of Learning and Development (SoLd) asserts, their goal is to advance the, “deep personalization of learning...particularly those facing adversity.”

While these efforts involve more than social-emotional learning, their efforts do include a focus on executive function, self-regulation, and meta-cognition (Berg et. al., 2017).

Families in this study illustrate a spectrum of high to low levels of unfocused thinking, and/or depressed/overt anger and pain (it is observable as degrees of internal or external displeasure, indignation, and/or annoyance via non-verbal language, actions, and behaviors). Actions that often align with their past and present lived experiences of educational interactions and processes of academic goal achievement—these field observations cannot be ignored in light of a growing number of ongoing projects and organizations seeking to bring precision and clarity to the field of social-emotional learning.

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For example, Brenda shares her recollection and feelings about being passed over

when she needed and wished for more assistance, “...yeah... and sometimes I... I mean in some cases...When I was going to school, they would.... I had every reason to have an

'F' but they would pass me just to move me along... That's the s*** that's becoming all too normal they don't care about the kids...I mean... I mean not all of them...”

Consequently, these direct statements provide insights and deeper awareness of family struggles that can lead to options and opportunities for alternative models of curriculum development and refined notions of educational success. The intervention model discussed in chapter 5, demonstrates alternative options and opportunities to express and talk about social class, political and economic constraints, and the power or authority of dominate ideas as notions of oppression—in essence, these ideas and notions are used to shape content of what should or can count as school curriculum (Anyon,

1980, 2011, 2014).

There are many ideas, notions, and misconceptions about the theory and practice of including and/or excluding students who are perceived as willing to acquire the knowledge, skills, and attitudes to effectively achieve the American dream. Coined by

James Truslow Adams (1931), the American Dream was defined as, “[A] dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement.” In the context of this study the American dream is defined as the national ethos of rights, liberty, and economic opportunity.

For instance, what we do know is that within an educational context, multicultural education is not a movement or entitlement program for the ‘other’ it includes or should

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include White or dominate culture as a transparent influence. Still, it is immediately

marginalized by educators when viewed or held apart from mainstream programs.

Second, multicultural education is not opposed to Western tradition; advocates insist that

the truth be told about Western realities involving discrepancies between racism, sexism,

and classism—the experiences and social conditions of marginalized families are valid

and essential to the Western ideals of freedom, justice, and equality (Banks, 2004, 2015).

Finally, education is not neutral, “educational issues are at root ethical, economic,

and political...: (Apple, 1979, p. 12; 2012). Based on the findings of this study and the

three emergent themes, there is a pervasive cyclical mechanism in place that ensures

dominate cultural norms—the social beliefs and values of the dominate culture. Despite external remedies such as outreach programs and applied culturally responsive pedagogies we continue to address the surface interactions and continue to avoid addressing the powerful root source of invisible influence—the core beliefs, values, and attitudes of self and others.

Achieving the ideals of the American dream is a painful process, it is challenging, and economically unfair for most underrepresented families. Consequently, establishing a foundation of psychological well-being that is contingent on understanding self and others is suggested to be an alternative path to educational success. Understanding the invisible variables that influence a healthy and solid root system is essential. In other words, if legitimate visible and invisible barriers are not identified, positive and/or productive interactions and experiences are compromised—and higher or incremental learning, essentially is not possible.

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This study was designed to examine generational patterns of values, beliefs, and

attitudes that often exacerbate barriers and/or can create opportunities aligned with

educational success. The initial conceptual framework was developed and used as a tool, as well as a guide for the interpretation of results and following intervention; and to organize and understand the complexity of these elements as important foreground and/or background variables that influence family perceptions of educational success. In the

following chapter a revised conceptual framework is reconstructed, and a model of

intervention is described and demonstrated through a critical autoethnographaphy

discussion to inform teacher practice and policy.

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Chapter Five: Intervention and Discussion

Introduction

The previous chapter of data analysis discussed the following results: Fixed beliefs, patterns of strengths and/or limitations, and sociocultural barriers combined with a mix of social-emotional skills and traits strongly influenced each family’s perception of school success. Understanding the significance of family milieu as a marker for school success was interpreted and shared through a synthesis of family voice through portraiture.

Families within this study share many common beliefs, values, and attitudes related to educational success. However, salient descriptions of lived experiences are 1) the intersections of emotionally painful interactions, exacerbated by 2) challenges involving access to educational pathways or goals. Hence, the underlying or invisible transmissions (interactions) of beliefs, values, and attitudes revealed the following implications:

1. Belief in the American dream for a better life and future for their children.

Belief in the American dream. A sense of gaining a better life for self and their

children through the educational pipeline was the most common theme. Each

family shared knowledge and attachment to their children’s talents, skills, and

interests. Merit reflected as a system of screening or authority throughout the

educational pipeline is a common characteristic and family belief within this rural

setting.

2. Interactions with the school system perceived as an opportunity and/or barrier.

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Lived experiences and subsequent attitudes involving school interaction

operate on a relationship spectrum of love/hate, positive, and challenging

feelings and emotions. Positive interactions are often diluted given the level of

willingness to change and/or shift existing mindsets between family member and

educators.

3. Historic interactions and/or recent experiences involving traumatic affects.

Historically family interactions with educators are mostly ambivalent.

Perceptions of struggle, conflict, and/or judgment often produce guarded

interactions related or connected to past negative, limiting, or traumatic

experiences.

For these three families the educational path leading to the American dream is mixed with pos/neg actions, reactions, behaviors, and/or symptoms of trauma, varying levels of self-awareness, and identity struggles. Families describe lived experiences involving access to educational pathways leading to the American dream with mixed feelings, thoughts, responses, and behaviors. Their lived experiences consistently displayed clues and/or symptoms of trauma that involved past and/or present interactions of discrimination, judgment, a sense of belonging and/or fitting-in, thus exposing varying levels of self-awareness, social-awareness, and identity struggles. The level of struggle(s) underlined is influenced by degrees of social-emotional practice and development often related to socio-economic challenges.

Connection to Research Question

In response to the central research question identified from the literature as,

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how do underrepresented cultures and marginalized families in rural communities

perceive success across educational pipelines and staying aligned with the purpose of this study, importance is placed on the deconstruction of how perceptions are developed, sustained, and/or challenged within the family. Results indicate the lived experiences and subsequent attitudes involving school interaction operates on a relationship spectrum involving, love/hate, positive, and challenging attitudes. Overall, positive interactions across this spectrum are often ineffective given the observable level of willingness to change or shift existing mindsets between family member and/or educator.

Family 1 demonstrates a perception of school success that vacillates between a love and hate relationship. This White multi-racial family emphasizes aspects of bullying, they express a desired sense of belonging and/or fitting-in, and they also express aspirations to succeed as defining characteristics of their interactions. Their observations to improve interactions between families and educators include, serving larger lunch portions at school mealtimes, and a focus on one-on-one personalization of learner interactions, social-emotional needs, and curriculum development. The following excerpts illustrate strong aspirations to succeed and illustrate mixed confusion of academic expectations:

Tucker shares this resolution, “…something that is important to me

is getting my diploma because I seriously want to be the first...one of

the first in my family to get a high school diploma.”

Brenda states in response to goal setting, “…no not really... only

because I was bullied and hazed.... terribly so.... So, all I ever really

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wanted to do... was to just drop out of school... I was tired of always... I

don't know why man... that I was just that one in school...that just... I

guess it was because I just didn't want to fit-in.” About her children’s

goals, “...These are questions I never even thought about...?”

Brenda says, “When I was going to school, they would.... I had every reason to

have an 'F' but they would pass me just to move me along... That's the s***

that's becoming all too normal they don't care about the kids...I mean... I mean not

all of them...” Later Brenda claims, “Oh...yeah...I do want to go back to school for

the spring semester... I loved college... god, I loved it so much...like I said I went

for nursing, then for massage therapy, and then psychology...I would like to go

back for nursing” she is over the top excited thinking about the possibilities.

Tucker adds, “In my point of view.... like okay... I think... there is a

point to go to school... But what's funny is that they don't teach us what

we're actually...supposed to learn in the real world.”

Family 2 demonstrates a mostly positive perception of school success that demonstrates a congenial relationship. This Latino family emphasizes cultural wealth through family talents, skills, and interests. They are goal directed and involved with many school activities. In sync with family 1, family 2 also expresses their aspirations to succeed as defining characteristics of their interactions with educators. Their observations to improve interactions between families and educators include attention to adding more schools and teachers to the base community as it continues to grow and develop. They also would like to have more opportunities to share their thoughts and opinions related to

257 their community and the educational paths of their children. The following excerpts point to a daily sense and challenge involved in achieving a better life:

Mira explains, “I wake up and I am always doing

something...the kids go to school my husband goes to work, I clean the

house and go to work at the store. I also, attend English classes at the

college (MCC) several days a week. Still, I wake up with happiness

every day because everybody is doing something—and my family is

occupied. I am happy most days.”

“…I want to help with whatever I can-even though they [my

children] may want a career that we may not be able to pay for...but

maybe I can help them find help to live their dreams and find a career

job—and be successful in that career.” Mira says, hopefully.

Rena shares, “So, I always sit down with my siblings and we

talk about what we want to do when we get older...” I ask them, “What

do you want to be, and you know, I... Since I was a little girl...I always

wanted to be a doctor and I think I still have that career in mind. My

brother said, a police officer or something like that....my sister feels the

same way as my brother... I think she wants to become a police

officer. My other sister says she wants to be an orthodontist.” Rena

smiles showing off her purple colored braces.

Family 3 demonstrates a challenging perception of school success as their attitude is flexible and open yet, often painful. They navigate daily between the barriers and

258 opportunities expected as they move toward the attainment of educational success. This

West African Newcomer family emphasizes advocacy and has an astute awareness of bias and judgment, they nurture a sense and desire of belonging. Open to the reality of discrimination, they embrace an on-going and deliberate development of self-awareness for self, other, and their children. Similarly, they hold on to high expectations and express aspirations to succeed as defining characteristics of their daily interactions. They use their observations to improve interactions between families and educators. They wish to include the cultivation of cultural competency training for educators and families, and the practice of social-emotional skills as on-going and integrated aspects of their daily life.

The following excerpts illustrate a mix of challenges:

Joya describes the first time they meet with school personnel,

“When we were here our first time they sent a paper around and asked if

you want interpretation or not and we said yes—and what

language...and we said French—and this was great but... they did not

provide anything...it was kind of weird and disappointing.”

“...because I remember people...a lot of people...just talk, they say

some words...words, just words but they never realize the impact of

those words in your life; and those words can put you down or those

words can put you up...and in my case the words put me up. Because I

just have to show people [who judge] that they are wrong...and

keeping this one thought in my mind makes me strong...and I just keep

doing what I have to do...”

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...all my children, overall their strength is being involved in

activities. This gives them a lot of strength since in many of these

activities they sometimes face a lot of discrimination. But that gives

them...all of them...the courage to keep continuing...”

During their daily lived experiences all three families relate and experience similar stressful influences of time management, factors and/or barriers of poverty, and educational decisions that are contingent on affordability, authority of school personnel, and belief in self.

Finally, artifact collection from all three families aligns and supports their beliefs and values of individual effort, family cohesiveness and support, a desired sense of community belonging, and belief in education as the path to achievement, success, and a better life.

Family 1-White multi-racial:

“Choices, Chances, Changes. Choice to take a Chance or your life will never

Change.” Jack explains, “My wife sent that to me one day. My wife that passed away...

That's why I keep it because her and I were...we were struggling through our addictions... at the time...at the same time”

Family 2-Latino:

“Education is the Best Thing You Can Have...” Mira shares, “…something that I live by and hear a lot is that education is the best thing that you can have... It is something you can show anybody. But most of all it is important for your children...for your children to see that you value education for a better life.”

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Family 3-West African Newcomer:

“…if you want to succeed in something don’t do it alone…but do it together

…unification of people in our nation…to be together…working together…” Joya and Marcel explain, “We have a pierced jar...and this jar has holes everywhere and if we put water in it everything will flow down and out; but if everybody puts their hand over a hole—everything stays in—our life is a jar and we need to put our hands over everywhere that has a hole; and never leave a hole open and that can keep you up.”

Sub-research questions closely align with the emergent themes:

1. How do family values, beliefs, and attitudes (family perceptions) inform student

success in school?

Thematically, families in this study have a strong belief and perception of the

American dream. Belief in this concept motivates, sustains, and informs their

overall family view of a better life. Each family describes a core belief in

education as the path to the notion or idea of the American dream; and all three

families believe the path to a better life is reflected within the local school system

which is the largest system of meritocratic screening available to them within this

rural community.

2. How do the families’ understanding of school values, beliefs, and attitudes inform

family perceptions of student success in schools?

Family understanding of school values, beliefs, and attitudes of school norms is a

mix of ambiguity. Family uncertainty involving navigation through the school

system often contributes to a mix of ambivalent feelings, emotions, and behaviors.

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During family and educator interactions a cultural mismatch (misaligned values),

disconnect, or miscommunication is often experienced—there is often tension,

confusion, and attitudes of defensiveness with educators and between family

members as all three families struggle to establish a sense of identity and

belonging.

(Appendix B; Appendix C).

Interview Question Development & Partnership

As researcher-practitioner partnerships gain increasing prominence it is essential for all stakeholders and funders to understand the work generated from these partnerships. As research priorities are developed in response to district and/or state needs (Coburn et al., 2013) a research framework (the analysis of four types of questions) for developing and understanding the priority and actionable interview questions was utilized (Fowler 1995; Thompson et al., 2017). The table below illustrates how the results of data collected would align with the objectives of this framework dependent on any pending RFP’s or RFQ’s (Table 16; Appendix V).

Interview Question Framework

Type/Frequency Questions Definition Examples

Data Quality ‐Family Details ‐Demographic Data Family 1: (Aligned with RQ and Family 2: Total: (Appendix M) Partnership Objectives) Family 3: Explicit: Implicit:

Information Gathering ‐Please share a story about Social‐Emotional and Family 1: your family and your Family History Family 2: Total: background. (Values, Beliefs, and Family 3: Explicit: Attitudes) Implicit: ‐Describe your first meeting with people from (Hoerner, 2001; your child/ren’s school. Thompson, 2017)

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‐What goals do you have for your child/ren?

Evaluation ‐What ways are the goals Evaluation Family 1: you have for your child/ren (Effect of Process) Family 2: Total: in school supported? Family 3: Explicit: (Renzulli, 1978; Implicit: ‐Describe your child/ren’s Renzulli & Mitchell, 2011; strengths. Steele & Aronson, 1995; Thompson, 2017; Valdes, 2003)

Design ‐What would help make Design (PPP/Continuous Family 1: you feel more comfortable Improvement) Family 2: Total: or included regarding Family 3: Explicit: educational decisions (or (Lockwood, 2003; Implicit: community activities) at Thompson, 2017) your child/ren’s school?

‐Is there anything else you would like to share?

Table 16: Interview Question Framework (Appendix V)

The objective of the researcher-practitioner partnership framework is to 1)

separate findings that may have little impact on policy or practice but; 2) may be valuable

to the research community and/or; 3) some findings may have an immediate impact on policy and practice leading to new data collection, reporting practices, and/or research.

These researcher-practitioner objectives are considered and integrated into the following revised conceptual model.

Lessons: Critical-Autoethnographic Perspective

When I begin to write I feel a surge of energy, perhaps this energy is tension, excitement, or feelings of creativity. I am excited to share what I value, what I deem important, and what I believe is important to discuss. Yet, at the same time I am very discerning about what I should or can safely share, I ponder how I should share, the best way to share, and what is relevant to share within the context. I inevitable feel myself being pulled back by a powerful invisible rubber band suggesting that what I inevitably 263 write will be challenged, judged, and dismissed by either myself and/or possibly by others. Still, I embrace the dilemma of sharing authentically and understand it is daunting and necessary to be vulnerable; it is difficult to share your own story.

Listening, acknowledging, writing, and sharing the stories of self and others forces reflexivity, increases self-awareness, heightens levels of compassion, and if we are truly committed and deliberate, we begin to develop a deep empathy for self and others.

This is especially true when I realize that what I write will challenge long held beliefs and ideas of myself and possibly the beliefs, acceptance, and ideas of others—I wonder if this is the ‘soul’ purpose of sharing—a reciprocal exercise of seed exchange? As a researcher and human being, it is very easy for me to entice, listen, and acknowledge the stories of others. Still, the difficulty to be truly open and accepting of our own story of suffering and acceptance often remains elusive, waiting in the shadows for a safe place and compassionate witness.

A safe place and compassionate witness may not always be available, this is one reason why most story tellers are the vulnerable ones, they are the risk takers, they are the courageous ones. They are open to changing conditions and have the courage and willingness to put their beliefs and ideas into question—their lived experience is shared to be acknowledged, embraced, discarded, and/or criticized by others for personal growth, understanding, and continued construction of meaning. Story sharing is ideal within a safe and consistent space when a compassionate witness is there to receive, reflect, and ponder the multiple layers of meaning. Either way it takes courage to share and receive the story of others with openness, compassion, respect, and acceptance.

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As an educator I feel a responsibility to acknowledge and share my story and ask

myself what self-acknowledgment of my lived experience—my story—means to me and

how does or how will my story, my beliefs, values, and attitude affect others? All three

families in this study may have asked themselves the same questions before agreeing to

share their story.

Each family was authentic, open, and willing to share their story; their decision to

share demonstrates how difficult it is to risk parts of yourself that cause pain and

discomfort, to be vulnerable, to share openly with another. For example, regarding future

goals for her children, Brenda found it extremely difficult to reflect on questions she had

not thought about before, questions concerning the wellness of her family, often referring

to herself as a bad mother. Mira accepted a risk when she decided to participate in the

interview process. She openly admits how it pushed her beyond her comfort zone, yet

later at the end of the interview she was sad that it was over, and it ended too quickly.

Joya shared how she willingly, out of who she is, survival, and necessity, embraces social

risk that involves daily exposure of personal vulnerability. She demonstrates the courage

necessary to advocate for herself and others within a developing and/or established

culture of tensions between families, schooling, and educators.

There are many family stories that will remain silent unless educators are able to solicit, acknowledge, reflect, share, and learn from them—the very nature of interaction through storytelling is the transmission of value. Through a personal lens and educational context, I ask myself, if I am I able to identify the value within specific beliefs, characteristics, and/or aspects of experiences shared by each family? I have been

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influenced by my own family, so how does my family system of beliefs affect my daily

interactions, how have my beliefs changed to create new knowledge or encourage growth—what percentage of values operate from a fixed or growth mind-set (degree of willingness to learn from effort)? Do I possess the knowledge or have complete awareness of how my beliefs, values, and/or attitudes are fixed or fluid? Do I know how my actions and behaviors are influenced by my beliefs and the perceived beliefs of others?

Finally, what impact had these beliefs, values, and attitudes have on my long- short term educational goals and achievements? These are questions open to all learners,

and educators as each family within this study participated with courage, an open

mindset; and a willingness to contribute, learn, reflect, and share their story—their lived-

experience.

A Practice of Mindfulness

Two questions are key to the outcomes of positive/negative perceptions relating to

educational success: 1) What tools are available to clearly understand self and others

involving the quest of educational access and; 2) How do learners use the knowledge of

self-awareness to move forward and/or toward the notion/idea of educational success?

The proposed intervention suggests a habit of mindfulness is at the center of these

questions. Through a process of increasing self-awareness that can be developed and

practiced by anyone, anywhere and anytime—it simply involves engaging your senses. If

practiced overtime, as a commitment to self and others, mindfulness can become an

effortless on-going exercise that helps learners slow down and take notice of things that

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are often overlooked by a belief system operating on ‘auto pilot’—we must remind

ourselves to, stop, look, listen, act with care, and reflect with empathy for self and others

(Baer, 2006; López, 2019).

An open mind is a step toward the practice of mindfulness—it begins the process

of becoming self-aware or present within the context of any given environment and/or

situation. It is easy to project our fears onto others without addressing and/or

experiencing our own sufferings. We mostly practice vicarious moments of sharing,

experience superficial healing, and/or understanding and then move on, yet we never

really ‘move on’ until we do the hard work ourselves. That is the body work of

identifying, acknowledging, and feeling the fear, pain, grief, and joy of our own beliefs,

values, and attitudes (Baer, 2006; Miller, 1997, 2001, 2002, 2006).

Simply acknowledging the pain of another is not always enough—fortunately,

there is no timeline to this process—accordingly; time itself does not heal all wounds of the mind, body, and nervous system. This is a time-honored process of acknowledgement, acceptance, and compassion for self and others. Viewing our attitudes, assumptions, and behaviors through the lens of history is also encouraged in order to gain a greater understanding of the negative impact generations of poverty and oppression has had on underrepresented cultures and marginalized populations (Baer, 2006; DeGruy,

2005; Miller, 1997, 2001, 2002, 2006).

Family data suggests there is a substantial amount of painful associations attached to recollections of educational interactions and experiences, such as repressed and/or immediate pain/anger, experienced either during and/or after interactions with educators,

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staff, and/or counselors. Analysis of pre, post, and secondary involvement or experiences

with educators and school personnel is coded as positive or negative. Most interactions

such as judgment, defensiveness, discrimination, bullying, and self-doubt are deemed

negative educational experiences (Appendix N). It must also be noted that family and educator interactions may originate and/or may be interconnected to an experience of

significant disruption(s) in the home environment exacerbating an already stressful

situation extending and influencing school interactions.

Subsequently, activities or observational clues such as spending too much time

problem-solving (surviving), daydreaming, boredom, ruminating, and thinking negative

or random thoughts in or outside of the classroom, can likely lead to more experiences of stress, anxiety, and symptoms of depression (repressed or denial of feeling and emotions such as despondency, inadequacy, guilt, and shame). Once a belief cycle of less than positive interactions is in motion, it can be difficult to diffuse; the long-term impact can potentially be social and emotionally devastating for families and/or individual family members. In short, negative interactions and/or the perceived association of negative interactions, personal actions, and behaviors, and/or symptoms of depression ultimately influence the learner’s ability or difficulty to sleep, rest, concentrate, and/or retain new materials (ACE, 2011; Schonfeld, 1993).

Many educators and society at large still find mental health, depression, and trauma taboo issues (Schonfeld, 1993). Collaborative for Academics, Social, and

Emotional Learning (CASEL) found that eight out of 14 states with active SEL standards connected them to mental health, trauma, and Adverse Childhood Experiences (ACEs)

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(CASEL, 2017, 2018; Felitti et al., 1998). The American Institutes for Research (AIR)

reports that only 1 in 20 (6%) of SEL frameworks are explicitly connected to trauma or

mental health standards (Berg et al., 2017). That said, the biggest problem of interaction

may be the consequences of inaction. Saying nothing or doing nothing communicates that

others (educators and families) are unable to recognize the signs, uninterested, or are

unwilling to enter a situation of uncertainty; leaving learners and their family

unsupported this forces them to tend to the regulation of their feelings and emotions on

their own.

Childhood and adult trauma deemed as a reality that can be suppressed, oppressed, influenced, and/or triggered through any number of educational interactions and/or experiences within a school setting. Consequently, meeting school goals, benchmarks, and test scores; educators with limited support to address and develop trauma informed systems remain in conflict in response to feasibly understanding and addressing the problem. We should ask ourselves; what relevance does the practice of mindfulness have on educational success and why would this practice be a critical component in building a trauma-sensitive environment?

A habit of mindfulness or increased sensitivity, at the very least, helps to bring these issues to the surface for applied response or intervention. Moreover, a recent meta- analysis indicated K-12 SEL programs found that learners, “...demonstrated significantly improved social and emotional skills, attitudes, behavior, and an 11 percentile-point gain in academic achievement” (Durlak et al., 2011, p. 410). Family data suggests a practice of mindfulness is already being practiced and helpful in some instances, evidence also

269 suggests mindfulness skills can be reinforced or better utilized to understand associations attached to specific cues, experiences, and interactions—the simple act of deliberate awareness has the potential to encourage the development of a growth mindset (the belief of change as a result of effort) (Dweck, 2000, 2016).

According to Dweck (2000, 2016), a growth mindset drives motivation and achievement, therefore the importance of practice and teaching a habit of mindfulness should continue within our daily interactions, meaning a deliberate focus of being intensely aware of what we are sensing and feeling in the moment, without judgment, or interpretation—this is not an easy habit to accomplish, it takes dedication, practice, flexibility, openness, and purpose. Mindfulness forces us slow down and take notice of things that are often overlooked—such as a belief system operating on ‘auto pilot’—we must remember to, stop, look, listen, act with care, and reflect with empathy for self and others (Baer, 2006; López, 2019).

Is Success About Learning—or Proving You’re Smart?

Mindful of our intelligence and perceptions of knowledge, Dweck (2000, 2016) poses a curious question regarding academic success, “Is success about learning—or proving you’re smart? (Dweck, 2016, p. 16)” This unresolved question becomes an internalized conflict that is evident within all three family interactions and/or descriptions. For example, within minutes of our interview, forgetting the date I ask what is today’s date? Brenda exclaims in a self-deprecating fashion, “Oh I’m being so f******** stupid...and I’m like man she better not think—that I’m...Damn, so much is going through my mind.” As a group we quickly figured out the date as Brenda collected

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her thoughts. Her immediate struggle and concern about proving she is smart, later gives

way to a more flexible, yet unstable self-assured attitude regarding her intelligence.

Another example is the way Mira displayed evidence of fixed ideas involving traditional expectations (jobs and careers) reflective of the American dream, however during the interview she sporadically begins to give way to a more fluid or growth mindset of ideas regarding her children’s goals and interests. Initially, Mira firmly stated, “I would like my daughter [Rena] to become a doctor.” Later as Rena discusses her broad academic and non-academic interests, Mira interrupts her and boldly adds, “I hope that

Rena moves on to college and keeps her interests as a goal.” Mira deeply believes that

“...education is the best thing you can have...” and values the educational pathway as a better life for herself and her children, still at the same time she is willing to expand her fixed ideas of success for her children.

Finally, Joya and Marcel firmly believe education is the key to a better life. Joya explains how she would like her children to stay focused on their [traditional] education,

in contrast to other options that might be available to them as they get older. For instance,

in response to defining her strengths, Joya states, “I would say my strength is being a

person of color...and being challenged every day is my strength.” She adds, “Instead of

putting myself down I prefer to show the other people I have an education before coming

to this town...and I think that this makes my life, almost every day challenging.” Joya and

Marcel believe education is the path to a better life. Concurrently, this belief is

challenged by conflicting interactions of beliefs about intelligence and identity, where she

often feels forced to prove she is first and foremost smart and educated. Ultimately, her

271 growth or fluid mind-set allows for these challenges to provide her strength as she states,

“...because I just have-to show people [who judge] that they are wrong...and keeping this one thought in my mind makes me strong...and I just keep doing what I have to do...”

For these three families, the idea of the American dream combined with ambivalent notions and ideas of success creates internalized conflicts regarding the social and educational expectations of academic achievement. We need to ask ourselves, is there a point along each educational path when learners stop learning and/or refuse to step up to the fixed challenges of acquiring a traditional education? In addition, once they have the capacity to assess, evaluate, and compare themselves to others do they suddenly become immobilized to the challenges for fear of not being or looking smart enough?

Does the notion of traditional educational success perpetuate a fixed sense of perfectionism or is the lack of academic achievement of underrepresented cultures and marginalized populations influenced and perpetuated by external forces and dominate social norms? The differences between a fixed and growth mindset may be easily identified against social constructs and notions of the American dream, however the impact is complex and runs deep within the learners’ psyche affecting their beliefs, attitudes, assumptions, and behaviors.

Why is the practice of mindfulness (a state of being) and development of a growth mindset (the belief of change as a result of effort) important against the social constructs and notions of the American dream? Foremost, research on brain plasticity shows evidence of how connectivity between neurons can change with experience. With deliberate actions new neural networks grow and existing or new connections are formed

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with greater strength, and impulse speeds increase. Actions and behaviors such as good

decision-making, Socratic questioning, and personal wellness habits of awareness

contribute to this growth—in other words, studies have shown that practicing

mindfulness can bring on a variety of physical, social, and psychological, benefits (Kiken

& Shook, 2011).

Second, several studies have suggested that practicing mindfulness can reduce

prejudice and bias.1) mindfulness can help counter the tendency to ignore circumstances called the correspondence bias—mindfulness can impact how we judge ourselves and others; 2) mindfulness can decrease our negativity bias—as we tend to pay more attention

to negative experiences rather than positive experiences—mindful of our emotional

reactivity to negative cues (interaction, triggers, stimuli) and; 3) mindfulness can help us

rid ourselves of the self-positivity bias—as we may tend to put ourselves above others as

a way to hold on to positive views of ourselves—the benefit is not to demean our own

self-esteem but to help us see others as equal human beings. More studies are beginning

to explore the impact of lessening our cognitive biases through a practice of mindfulness

(Flook et al., 2013; Kiken & Shook, 2011).

Third, the practice of mindfulness (a state of being, a moment-by-moment

awareness of experiential aspects, including thoughts, body sensations, and feelings) and;

development of a growth mindset (the belief of change as a result of effort) dove-tail

within a framework of social-emotional learning (SEL) defined by the Collaborative for

Academics, Social, and Emotional Learning (CASEL) as “the process through which

children and adults acquire and effectively apply the knowledge, attitudes, and skills

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necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make

responsible decisions” (CASEL, 2017, 2018). This intervention process is designed to

bring social-emotional issues to the surface for applied response and/or intervention, it

first requires a base habit or practice of mindfulness and a willingness to increase and/or

build a capacity for social-emotional sensitivity (CASEL, 2017, 2018; Flook et al., 2013;

Kiken & Shook, 2011).

The Importance of Social-Emotional Learning (SEL)

Social-emotional (SE) skills also referred to as 21st century skills, non-cognitive

skills, soft skills, or character attributes, are malleable and have been linked to academic,

career, and life success (Berg et al., 2017). While many educators recognize the value and

importance to implement SEL frameworks into policy standards, promoting and/or integrating these skills into school culture and curriculums, the practice or implementation is still not widespread (CASEL, 2017, 2018).

However, the latest CASEL State Scorecard Scan (initiative to track national development of competencies i.e. standards, benchmarks, learning goals, and/or guidelines to support SEL) shows evidence of growth within the past seven years. To date 14 states, California, Illinois, Kansas, Massachusetts, Michigan, Minnesota,

Missouri, New Hampshire, New York, Ohio, Rhode Island, Tennessee, Washington, and

Wisconsin have created state-specific guidance and/or tools to support implementation of

SEL. Seven other states link to external sources and/or guidance on their websites,

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Colorado, Indiana, Kentucky, Nebraska, New Jersey, Oregon, and Pennsylvania

(CASEL, 2017, 2018).

Family data points to evidence that aligns with exercising the use of and/or

necessity for increased awareness of social-emotional (SE) skill development at home

and in the school setting. For example, when Brenda admits regarding the goals of her

children, “These are questions I never even though about” is a statement connected to her

ambivalence regarding her own educational goals and achievement. Decision-making,

goal planning, and recognizing diverse skill performance in self and others is a SE skill

set that would be beneficial for Brenda and her children to practice. SE skill exposure has

shown immediate improvements in mental health, social skills, and academic

achievement; indicating additional positive improvements with skill-sets involving

empathy, teamwork, general academics, and reduced emotional distress and addictions

(CASEL, 2017).

Mindfulness combined with the integration of social-emotional skill development increases a learners’ awareness of understanding positive and negative cues (interactions, triggers, stimulus). Cues, stimulus, or triggers can stem from or during any close or indirect interaction with family, school, or community member without warning. It is important for learners to understand the meaning of these cues related to individual and family perceptions during any type of interaction. Family perceptions of academic and life success drives the behavior and motivation of the learner that extends well into adulthood. The development and understanding of these early perceptions offer critical insight related to potential outcomes or lived experiences by individual or collective

275 family members throughout the educational pipeline (Berg et al., 2017; Rossen & Cowan

2013; Rossen & Hull, 2013).

SEL programs designed to promote social-emotional awareness for both families and educators is the beginning of establishing foundations that support and encourage a willingness to share, learn, respect, and reflect upon each other’s story. SEL program are versatile and can be designed to teach key lessons and impact critical perceptions across the many domains of childhood, parenthood, adulthood, and family life. Development, design, and integration of SEL principles can be customized to support educators, teachers, staff, administrators, leaders, and policy makers. In other words, exploring our own social and emotional competencies is key to establishing consistency and building trust relationships with self and others (Jones & Kahn, 2017; National Center for

Education Statistics, 2014).

Similar to the practice of mindfulness, for SEL design and practice to be effective, it is important to remember that many aspects of SEL are also habits, habits that can be cultivated and practiced by anyone, anywhere and anytime—integrating SEL into our core beliefs simply involves a practice of mindful non-judgmental habits (the deliberate use of all the senses), behaviors (awareness of own beliefs), and heartfelt engagement

(meaningful interactions) that can easily become a natural part of everyday life.

Building an SEL Culture

The first step for educators willing to build an effective SEL culture and program is to begin learning about the families connected to their school or workplace, and listening to the families who thrive within the community—connecting with families on a

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personal level throughout the year will uncover deceptive concerns, such as identifying

special needs, talents, skills, and interests outside of the classroom, and/or it can also

reveal environmental or home situations that may be connected to a learner’s capacity to thrive—a practice of mindfulness requires a deliberate effort to stop, look, listen, and act with care, concern, and empathy for self and others (Baer, 2006; López, 2019).

The second step is to focus on the learners’ strengths—ask the family and they

will be excited to identify their children’s talents, skills, and interests. This simple act

increases the family’s engagement with educators and will often motivate a young

learner’s motivation to succeed through connected support systems related to self-

regulation (self-concept/self-esteem) and relevant learning contexts (Bandura, 1978,

1986, 2001). It can be tempting to focus on problem or deficit areas, rather than the

strengths, and correct what is viewed as ‘wrong’ or ‘incorrect’. It would be more

effective to focus on what the learner believes they have accomplished and what they

believe they do well and how they plan on improving or persisting when things get

difficult—stop, look, and listen to their story (Baer, 2006; Brach, 2005, 2013).

This two-step process, 1) listening to the family story and 2) acknowledging their

children’s strengths are two data outcomes directly connected to the interpretation of this

study. It suggests a significant positive impact for families through interaction when there

is critical importance placed on listening to the family voice. One reason for this

significance is the habit of heartfelt listening often leads to the exposure and

understanding of visible and invisible pain, suffering, and joy found hidden or echoed

within a family voice. Another reason is simultaneously, as educators, we are encouraged

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to listen for our own attitudes, assumptions, behaviors, and suffering through the unique

lens of self and other (Berg et al., 2017; Davidson, 2017; Rossen & Cowan 2013; Rossen

& Hull, 2013; Vocate, 1991, 1994).

Listening to the stories of children’s talents, skills, and interests, we will find families immersed with daily efforts, routines, and challenges deeply imbued with

past/present lived experience of self and other. Listening to the family voice enables us to understand the depth of talent, range of skills, varied interests, and goals of their

children. Listening moves us closer to understanding the daily struggles encountered by

marginalized families and their community. Listening carefully identifies important

connections and gaps involving social-emotional skills and learning mindsets. Listening

also allows for family support and assistance involving the personalization of content and

curriculum development outside and within the classroom (Berg et al., 2017; Davidson,

2017; Rossen & Cowan 2013; Rossen & Hull, 2013).

Finally, heartfelt listening allows for self-reflection—an important third step in

relational-based modeling. The practice of self-awareness, social-awareness, and self-

reflection create a triad of interconnecting experiences (new and existing knowledge)

viewed through the perception or lens of normal interactions. This relationship-based

model practiced with a sense of mindfulness potentially exposes invisible barriers that at

varying levels influence short and/or long-term academic achievements and life

accomplishments for learners (self and others).

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SEL Connection with Family Categories

Families demonstrate daily the practice of ongoing interaction or transfer of value necessary to support and advocate for their dreams and their children’s educational goals.

Many families lived experiences involving interactions with educators and/or school personnel are described as negative, ambivalent, and/or challenging. Paradoxically these same lived experiences or exposures to invisible barriers described as challenging and painful experiences and interactions—are the same adversities that have become enabling factors used to contribute, emanate, and/or strengthen the family or individual’s courage, mindset, and resolve to be and/or remain successful in life and school—essentially this is the cultivation of resilience (process of adapting positively to adversity, trauma, threats or significant stress) (APA, 2019).

Nonetheless, is family or individual resilience enough to impact the trending gap of traditional educational success between marginalized populations and their White or dominate counterparts? Moreover, educators and learners who understand and value the importance of self-regulation and/or mind-set strive to develop the ability and strength to identify feelings and emotions, to empathize with self and others. Building the flexibility to collaborate, they understand the significance of SEL skill development for self, schools, educators, communities, and families. Educators and learners who fully understand the significance to manage, understand, facilitate and express emotions are a growing force as states continue to integrate SEL programs into their systems.

Most often taught in the classroom, thinking beyond the classroom, in the home and community is where SEL integration can be most effective (CASEL; 2017, 2018;

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CCHESWS, 2019). SEL principles can be universally integrated to train and prepare all

learners and stakeholders to work collaboratively, solve problems, think critically, and identify emotions of self and others. SEL is critical to long-term success as social- emotional skills extend well into adult learning and career paths. There are five core SEL competencies that closely align with five of eight core findings from this study’s analysis

(self-awareness-pain/anger, social awareness-belonging, responsible decision-making- related to bias and discrimination, relationship skills-advocacy, and self-management or self-regulation-goals (CASEL, 2018) (Table 17). These core competencies can be integrated and customized to address educators, researchers, community leaders, English language learners, P-20 learners, families, educators, and business professionals outside traditional school settings and environments.

Family Categories

50 45 39 40 34 32 33 35 30 24 25 18 20 16 16 16 13 14 13 15 11 10 8 9 8 10 55 5 6 4 33 5 0

Family 1 Family 2 Family 3

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Family Categories (SEL)

50 45 39 40 32 33 34 35 30 24 25 16 16 16 18 20 13 14 13 15 9 11 10 8 8 6 10 554 5 33 5 0

Family 1 Family 2 Family 3

Table 17: SEL Connection with Family Categories (Appendix S; Appendix W)

The example module (learner-other-centered framework; (Figure 20) is

customized for English language learners (ELLs), it represents one 4-hour session, and is

consistent with an 8-12-week long intervention workshop series. It is a multifaceted

approach, designed with flexibility in mind to address a variety of stakeholders, it

involves a hybrid practice of mindfulness (a state of being, non-judgment), a

constructivist philosophy (reflection of experience allowing us to construct our own

meaning (Piaget, 1971); SEL tenets (developing the ability to be flexible, adaptive, and

responsive to stressful demands—a system to identify, organize, and manage emotions

(Elias, 1997; Sroufe, 2005; Sroufe & Waters, 1974, 1977); and CRISPA approaches

(connections, risk taking, imagination, sensory experience, perceptivity, and active engagement—the active exploration and use of all senses (Uhrmacher, 2009). The leaning 281

process involving, lived experience, the understanding of others, and self-awareness

transcend themselves in more than one way, therefore each of these approaches

(mindfulness, constructivism, SEL, and CRISPA) are not necessarily exclusive from one

another.

Lessons: 8-12-Week Intervention Framework

Building on the importance of two data outcomes: 1) learning and listening to the stories about the families of learners and; 2) focusing on the learners’ strengths—asking the families to share their story to identify the talents, skills, and interests of self and their

children. These two outcomes mandate the integration and practice of heartfelt

listening—listening is core to this intervention. Listening allows for building the 3)

capacity of self-reflection and ultimately the—forth step finding common ground— discovery.

The process of finding common ground (agreement of whole or parts of similar goals, beliefs, values, definitions, etc. necessary for positive change or improvement) is

not without difficulty. Used as a communication tool a deliberate practice of mindfulness

is utilized to filter through the bias of self and others. Mindfulness allows for the

recognition or can identify miscommunications, in other words 1) mindfulness is useful

to finding a common language; to define the problems among educators, learners,

policymakers, and families; 2) defining common language also initiates the organic

process of establishing and working from a common framework used to help identify and

define clear goals/objectives for self, schools, educators, and families, 3) finally, the

established shared framework will continue to serve as a base for developing policy that

282 can be understood by educators, families, and community stakeholders—common language, common goals, and collaborative outcomes are essential to creating a purposeful environment.

The workshop or communication framework (Figure 20) demonstrates this discovery process. It involves the integration of the four tenets described (family story, learner strengths, self-reflection, and common ground) and is used throughout any customized 8-12-week workshop intervention. The overall goal or objective of this framework is to create an inclusive listening and learning community—a safe space and environment for sharing, learning, and reflecting upon self and understanding others through the practice of storytelling.

Workshop Framework

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Figure 20: Workshop Framework (López, 2019; Appendix X)

The learner is centered at the top; rather than focus on the facilitator, the exchanges that take place are filtered through and/or around the others in the room. The facilitator guides the development of knowledge as the focus is on the learner—a learner/other-centered approach. Content and co-creation of curriculum is the first goal and is focused on and around communication (finding a common language). Process is centered and/or aligned with language skills such as, developing written and oral frameworks for presentation, appropriate response, constructive critique, and acceptance without judgment—these are explicated norms regardless of language level, language skills, and/or cultural identity. Emphasis is initially placed on big concepts, beginning

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with the whole and expanding to include parts. We look at the big picture (general

information and knowledge) and funnel topics/subjects down to pre-existing and self-

knowledge as the learner slowly gains more confidence and becomes the expert in their

chosen area. The pursuit of relevant learner questions and interests is valued throughout the series. Content and curriculum continue to be developed around learner’s questions, talents, skills, interests. Resources include prior knowledge, primary sources, and aesthetic sources of materials. Based on what the learner already knows there is an active and interactive focus on aesthetic approaches through social-emotional skill building activities. Activities include a mix of individual and small group demonstrations, roundtable and large group discussions.

The right side of the framework encourages discourse with other leaners, emphasis is on facilitating learners to construct their own knowledge (the world ‘as it is’ applied knowledge), share this knowledge (shared knowledge), and develop the capacity to objectively reflect on the knowledge of others (newly gained knowledge) as well as their own (reflection). Based on the expanded sharing of knowledge, discourse is encouraged between leaners, facilitation involves guiding the learners to construct their own knowledge through interactive (self, group) discussion rooted in Socratic questioning involving any of the following types of inquiry: clarifying concepts; probing assumptions; probing rationale, reasons and evidence; questioning viewpoints and perspectives; and/or probing implications and consequences (Kahn, 1998).

Formative assessments are based on self-reported levels of learner confidence, self-peer observation, language usage, and presentation skills. Since knowledge is seen as

285 dynamic, fluid, and ever changing with our experiences and interactions, in most cases formative assessment and process is more important than product—reflection is filtered through a practice of mindfulness, increased self-awareness, and changing belief system.

Learners continue to work collectively, in small groups, and individually.

Individual assessments evolve into collective assessments as learners consistently get back together to share individual work, activities, presentations, and reflections. They become increasingly sensitive to self and others and are equipped to support, encourage, share, teach, reflect, and provide constructive feedback for peers as a team or family unit.

Story sharing (in the form of personal narrative, informational, or persuasive frameworks) is a core element of interaction leading to the discovery of finding common ground. Establishing common ground is critical to defining the problems and solutions among educators, policymakers, families, and community stakeholders.

The comparison chart below (Table 18) explains how this framework differentiates from a traditional teaching approach and; aligns with a constructivist approach into a hybrid strategy designed to increase learner-other-centered experiences and, develop and implement effective communication skills.

Traditional Framework Comparison Chart

Traditional Teaching Constructivist Approach 8-12 Week Intervention (SEL/CRISPA) Approach

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Strict adherence to fixed Pursuit of student questions Pursuit of relevant learner curriculum is highly valued. and interests is valued. questions and interests is valued. Curriculum is developed around learner questions, talents, skills, and interests. Materials are primarily Materials include primary Materials include prior textbooks and workbooks. sources and manipulative knowledge, primary sources of materials. sources, and aesthetic sources of materials. Learning is based on Learning is interactive, Learning is interactive, repetition. building on what the student aesthetic, and social- already knows. emotional, building on what the learner already knows. Teachers disseminate Teachers have a dialogue Discourse is encouraged information to students; with students, helping with leaners, facilitating students are recipients of students construct their own learners to construct their knowledge. knowledge. own knowledge. Teacher’s role is directive, Teacher’s role is interactive, Facilitator role is guiding rooted in authority. rooted in negotiation. interactive discussion rooted in Socratic questioning. Assessment is through Assessment includes student Assessments include rated testing, correct answers. works, observations, and levels of learner confidence, points of view, as well as observation, language and tests. Process is as presentation skills. important as product. Formative assessment and process is sometimes more important than product. Knowledge is seen as inert. Knowledge is seen as Knowledge is seen as dynamic, ever changing dynamic, fluid, and ever with our experiences. changing with our experiences and interactions; reflection is filtered through our self- awareness and beliefs systems. Students work primarily Students work primarily in Learners work collectively, alone. groups. in groups and individually. Always coming together supporting, encouraging, teaching, and providing feedback for peers as a team or family unit. (López, 2019) 287

Table 18: Traditional Framework Comparison Chart (Appendix Y)

Creating an Inclusive Listening and Learning Community

Through experience I have learned and understand that there are many

complexities involved in teaching and learning, human development, and motivation. The

growing number of frameworks designed for different purposes and contexts adds to the complexity of implementation and/or assessment. In addition, once a framework is

decided upon it must also be designed and developed to align with the broader scope or

purpose for a variety of stakeholders. Consequently, lesson outlines and frameworks as organizing and thinking tools are important and used to drive action, direct individual effort, and align multiple collaborative efforts to support individuals, families, schools, and communities, this is not an easy task.

In like manner, this framework is designed as a guide for the selection of content, assessment of learners, and implementation by facilitator using a hybrid strategy. Actions may include the elements as presented or used to simply guide thoughts, ideas and action in the effort to support social and emotional development. These thoughts, ideas and action also encourage the development of explicit components (outcomes) for the purpose of policymaking, instructional strategies, and assessment. In the effort to connect theory to practice, I am using CASEL’s framework of 5 core competencies in varying degrees to align with suggested state standards or recommended universal interventions

(CASEL, 2017, 2019; CCHESWS, 2019; Elias, 1997).

The base of this framework is built on successful content and curriculum development, practiced and demonstrated over a three-twelve-year period, involving:

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volunteer committees, business focused task groups, roundtables, and adult English

language learners (ELL). Existing elements have been adapted or improved upon

allowing for the full integration of SEL principles designed to promote social-emotional

skills and a CRISPA (connections, risk taking, imagination, sensory experience,

perceptivity, and active engagement) model is integrated as a holistic approach to learner-

centered practice.

Why CRISPA? The objective of making-meaning through storytelling demands the

overlapping integration of a CRISPA approach (connections, risk taking, imagination,

sensory experience, perceptivity, and active engagement—the active exploration and use of

all senses). CRISPA embeds itself naturally and is rooted to the context of experience—the use of all senses. CRISPA essentially is focused on a framework to help educators enhance the constructivist environment via a perceptual mode of lesson planning (Uhrmacher,

2009), subsequently this same approach is inverted into a learner-other-centered strategy.

Moreover, mindfulness complements these efforts of integration through a self-aware listening and learning process of conception, development, and implementation of content (in/out-of-class). Creative aesthetic methods or themes are incorporated into each

lesson plan, framework, or sharing session to engage and encourage learners’, families’,

and educators’ senses, creativity, and imagination.

The CRISPA methods and/or perceptual mode of lesson planning approach are

exceptionally powerful for English language learners (ELLs). For example, through the

combined principles of language acquisition and constructivist theory the concept of

transfer helps to inform and develop steps to understanding literacy concepts. ELLs are

289 already literate, in turn their native language serves as a ‘spring’ board to more meaningful, and functional uses of reading, writing, and speaking (Adelman, 2006;

Almon, 2010). Activities developed and enhanced through a CRISPA framework allow a process and/or opportunity of tapping into sensory information first, unlike the constructivist objective first approach. Therefore, encouraging educator and learner

(lesson planning); and family learner (in/out-of-class) sensory experiences and establishing the conditions and foundations necessary for meaningful learning and intrinsic rewards that involve imagination, creativity, and innovation (Uhrmacher, 2009).

Building on the importance of four data outcomes and interpretations of this study the example session is presented as a suggested framework, following the guiding principles of CASEL’s 5 core SEL framework (CASEL, 2018) and partially adapted core competencies from the state of Maine’s suggested SEL competencies (Dusenbury et al.,

2019, p. 5; Dusenbury & Yoder, 2017).

Core competencies for intervention workshop series:

1) Clear and effective communicator and storyteller.

2) Self-directed, lifelong learner and listener.

3) Creative practical problem solver and implementer.

4) Responsible, involved, compassionate, and/or empathic citizen.

5) Integrative and informed researcher, thinker, and capacity for self-reflexivity.

Data outcomes or learning objectives from this study suggest the following actions:

1) Learn about the families of learners.

2) Focus on the learners’ strengths.

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3) Build the capacity of self-reflection and listen to self and others.

4) Find common ground.

The difficulty of finding common ground is often about discerning where it begins. Does finding common ground happen prior to the creation of an inclusive listening and learning community or is creating a listening and learning community the catalyst to finding common ground. Either way this dilemma should be viewed as a simultaneous process of events, activities, and interactions. Ultimately, finding common ground (agreement of whole or parts of similar goals, beliefs, values, definitions, etc. necessary for positive change or improvement) is not without difficulty. A deliberate practice of mindfulness is helpful and often necessary to filter through the identification and recognition of miscommunications.

Common Ground Objectives:

1) Define a common language to define the problems among educators, learners, policymakers, and families;

2) Initiate the organic process of establishing and working from a common framework used to help identify and define clear goals/objectives for self, schools, educators, and families.

3) Implement the established shared framework as a tool to continue to serve as a base for developing policy that can be understood by educators, families, and community stakeholders.

The path to achieving these four objectives within an 8-12-week workshop intervention series (Table 19) is based on a series of specific interactions, behaviors, and

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reflections. As the process of explicit interaction occurs, the intervention allows for

shared language and meaning creation to develop organically for the learner. This is not a one-and-done process; in order to take root a minimum of 8-12-week sessions are suggested and; with efforts to make connections across all content areas this approach is aligned with proven, S.A.F.E. criteria SEL programming steps: Sequenced, Active,

Focus, Explicitly. (Achubert, 1975; CASEL, 2017, 2019; CCHESWS, 2019; Durlak et al., 2011; Elias, 1997; Weissberg & O’Brien, 2004).

1. Use a Sequenced set of activities to develop SEL skills in a step-by-step

fashion.

2. Use Active forms of learning, such as role-plays and behavioral rehearsal

that provide students with opportunities to practice SEL skills.

3. Focus attention on SEL, with at least eight sessions devoted to SEL skill

development.

4. Explicitly target SEL skills for development, with skills identified in

learning objectives (CASEL, 2017, 2019; CCHESWS, 2019; Elias, 1997).

Week 1-Agenda | EXAMPLE Session Outline: 8-12-Week Workshop Intervention Series

PRE CLASS/Session 1_ AGENDA – Lecture Concepts/ Elements, Practice: Learning Activity, Discuss, and Reflect Act I: Set up the story from the audience’s viewpoint (A to B, what’s in it for facilitator and/or learners? Setting (Where am I?) Role (Why am I here?) Point A (What challenge do I face?) Call to Action (How do I get from A→B?) Point B (Where do I want to be?) Clarifying expectations and goals‐ Safe, fun, engaging, and productive, and negotiated and/or shared cultural Challenge based on motivation purposeful environment norms. Act II: Develop the action (“1‐2‐3, show me only what I need to see”) Key Point (minutes): Explanation (minutes): Activity Detail (minutes): (30) Stand up Networking ‐ What did you think of the :60 profile? Round table introductions/discussion How is this different to speaking to an Did you learn anything new about Frame the class as a job project/event

292 audience? How does it feel? yourself? Why are pictures important online? (15) Welcome: Who am I? (2 min) Did you have any trouble online? ‐Introduce someone you just met in the Growing up‐mom/kids/business/school Discuss real world work and personal front of the class (Listening/Self) Language situations where public speaking is (pass out 3x5 cards to record 3 points to limitations/perceptions/degree program important and explain why? cover)‐‐‐ for intro. NO notes for self. ‐ allow time for a 1 to 2‐minute self‐ Topic: Introductions – 60 Profiles What are your strengths/weaknesses? introduction (20) ‐ What did we learn about self/ Q: Your personal/work background. other? Q: Share something that makes you unique. Q: Why you choose to complete your undergrad degree? Q. What are some of your challenges?

About the class structure, expectations, and grading –

FNA‐ Ask why they are asked to “describe” a situation and “evaluate” the situation? Step 1: Review/share Present First ACT OUT ‐‐‐ Session Assignment topics – via roundtable Q&A

(30) Step 2: Introduce your peer before

impromptu summary – Topic: Course Overview/Syllabus ‐‐tell us who‐establish credibility

‐1‐3 quick highlights/points/personal First Session Assignment topics – via ‐please welcome/shake hands, etc… roundtable Q&A (20)

Step 3: Present First Night Assignment topics as impromptu summary in front

What are 2 positives of class (individual or as a group‐script) What is 1 weakness – What to do to improve? SCRIPT – GROUPS OF 3 Evaluate: Content, Organization, Grammar ‐‐‐ word choice. Slide Deck‐1 – 3‐ Minute LECTURE

Public Speaking: Models of Activity – Pair/Share – Describe drawing Communication on board – other interprets by drawing http://www.youtube.com/watch?v=W2 description from board. One learner (15) NEG7st68c 3:42 draws (facing away from the board) while the other learner describes what Topic: Communication Process/Model – Four Foundational Concepts is on the board ‐‐ Discuss the Reading ‐Model of Human Communication gaps/differences, why/how would you ‐Five Principles‐Ethical Communication communicate differently? ‐The Rhetorical Situation‐analytical tool ‐What makes a speech effective? ‐Step 1: Finish Group Worksheet/Quiz Questions – Check/Compare/Discuss Answers in small group.

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Worksheet Quiz/Questions‐Handout ‐ refer to worksheet questions throughout lecture

‐Step 2: Turn worksheets over – one student looks at the team worksheet and quizzes/discusses with learners. Select a discussion leader.

Key Point (minutes): Explanation (minutes): Detail (minutes): Slide Deck‐2 – 3‐ Minute LECTURE Practice Breathing Techniques – ‐TED VIDEO Select a learner to lead the class during The science of stage fright each – stretching and breathing warm‐ http://blog.ted.com/2013/10/16/requir up session ‐‐‐ Mindfulness Practice Topic: Overcoming Fears & Nervousness ed‐watching‐for‐any‐ted‐speaker‐the‐ – Reading science‐of‐stage‐fright/ 4:08 Share/discuss experience w/stage fright

‐Step 1: Find a term in the textbook or from the video – with a peer. ‐Step 2: Listen and describe the concept REFER TO: Worksheet Quiz/Questions with an example ‐‐‐ be prepared to and/or Handouts– as necessary. share your examples with the class. ‐ refer to worksheet questions and language terms throughout the lecture. DEBRIEF – DESCRIBE HOW STAGE FRIGHT FEELS WITH AN EXAMPLES—

‐‐‐ Mindfulness Practice

Slide Deck‐3 – 3‐ Minute LECTURE OR MUSIC and/or music video REFLECTION

‐Hearing vs. Listening Topic: Listening – Reading ‐5 Types of Listening ‐5 Steps to Improving Listening Skills Review VIDEO for LISTENING and HOW ‐4 Guidelines for Constructive Critiques to Evaluate ‐‐‐ Critique. (20) ‐Step 1: Handout –

REFER TO: Worksheet Quiz/Questions and/or Handouts– as necessary. ‐Step 2: Turn worksheets over – one ‐ refer to worksheet questions and student looks at the team worksheet language terms throughout the lecture. and quizzes/discusses with other learners. Select a discussion leader.

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‐Personal Narrative Speech VIDEO ‐Personal Narrative Evaluations‐Critique View EXAMPLE Video to deconstruct: http://www.youtube.com/watch?v=lJJB Individual/Group‐ W2D1xrY – 6 min. SEE evaluation sheets Personal Narrative Evaluations‐Critique

Slide Deck‐4 – 3‐ Minute LECTURE Subject vs. Topic REFER TO: Worksheet Quiz/Questions and/or Handouts– as necessary. ‐ refer to worksheet questions and Topic: Topic Selection/Research Goal_1 language terms throughout the lecture. – Reading ‐ SLIDE IMAGES FIRST STEP in determining an Practice – Group (on‐board) Mapping (20) appropriate SPEECH GOAL ‐ Brainstorming for Topic Ideas SEE VIDEO: http://www.studygs.net/mapping/buza nmap.htm 5:39

Key Point (minutes): Explanation (minutes): Detail (minutes):

‐SELF Personal Narrative Evaluation‐ Personal Experience Evaluation Sheet Critique ‐

Briefly explain: Thesis, main points, Topic: Impromptu_1‐Personal supporting material–USE VISUAL Experience OUTLINE TEMPLATE ‐‐ (30) Impromptu Personal Experience Presentations – 3‐6 min. Video/phone?

Time to collect thoughts…..3x5 cards ‐‐‐ Mindfulness Practice

Video: Watch Videos Topic: The House On Mango Street – http://www.youtube.com/watch?v=nXO Save the Last Word for Me: Reading / Reflection / Discussion. 8a6HYttw#t=51 ‐‐ Inspiration 3:51 Each student reads a passage they (20) found significant – save reflection after

http://www.youtube.com/watch?v=0Py others respond with their 295

f89VsNmg ‐‐‐ The Story 5:31 comments/ideas/thoughts – response timed 1 min. Reader had 3 mins. to respond/explain‐ not including their reading– stop if over‐silent if under.

Debrief: Post‐it Note Exit – What did you like best?? What would you like to do differently?

Maysoon Zayid: I got 99 problems... palsy is just one ‐ Maysoon Zayid RESOURCES: http://www.toasmasters.com/ http://www.ted.com/talks/maysoon_za http://www.americanrhetoric.com/ yid_i_got_99_problems_palsy_is_just_o http://www.ted.com/talks/chris_bliss_c ne.html 14:13 omedy_is_translation.html http://www.ted.com Self‐Assessment ‐ Confidence Scale (1‐10)– end of each Topic: Review Next Week Assignments | Questions | Observations | Summary session…Why? Explain. (5) Model and demonstrate.

Table 19: 8-12-Week Workshop Intervention Series (Session 1-ELL Example) (Appendix Z)

Week 1-Session 1 | Justification Outline

The session justification outline (Table 20) proposes that building culture should

be a part of a planned strategic effort. The impact of culture, when working with any

group of learners, should never be underestimated or assumed—it must be explicit,

unified, and coordinated with teaching/facilitation techniques and curriculum tools

(Delpit, 2006; Fisher, 2012; Fisher et al., 2015). Learners bring their culture with them,

so rather than force a total bicultural experience that sometimes encourages the learner to

reject half of their identity (Harding, 1992, 1998, 2005; R4R, 2017, 2018; WCGTC

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Conference), it is important to integrate the learners’ inner life with story, and the stories of others within the context.

Overall, learner achievement is measured through a continuous stream of guiding, mentoring, coaching, and facilitating. Facilitation also involves the creation of a safe place and trauma sensitive environment that includes a sustained focus on academic achievement, cultural implications, and self-awareness of short/long-term impacts on life/career goals. Overt expression through a framework of public speaking skill development dovetails with a CRISPA sensory perception approach as sessions are designed and integrated into a social-emotional pedagogical framework. Each session is aligned with the cultural, academic, and social-emotional needs of the learner; and important discussions (involving guided Socratic questioning), based on topic selections of learners include a reflective base of cultural, racial, and class significance—addressing the issues of inequity.

Scholars of multicultural and gifted education who address issues of inequity note the importance of culture, race, and class, they suggest three potential approaches that promise increased retention and achievement of racially, ethnically, and linguistically different (RELD) learners: 1) multicultural education (Ford et al., 2005), 2) mentoring

(Grantham, 2004), and 3) non-cognitive skill development (SEL skills and development)

(Olszewski-Kubilius & Clarenbach, 2014).

Implemented through a series of sequenced steps and activities, critical thinking skills/applications, and sensory perception is emphasized to improve and/or develop learner SE skills. Creating a listening and learning community, while not necessarily

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revolutionary or harmonious, foundationally establishes and fosters a safe space for

understanding, acknowledging, supporting, and respecting self and others. Building a

purposeful environment for sharing allows learners the opportunity to construct their own

meaning (Gregory & Fergus, 2017; Nieto, 2010; Pewewardy & Hammer, 2003; Piaget,

1971; Richards et al., 2007).

Session Justification Outline

Minutes/Topic/Format Relevance and Outcomes or Evidence Connection to: Primary Objective: To establish a safe ‘Trauma-Sensitive Environment’ for learning, understanding, and story sharing. It is important to understand exposure to trauma impacts all subgroups and demographics and can be exacerbated within any highly active course involving sensitive topics. Educators need to be sensitive and ready to address trauma with support, kindness, respect, tools, and resources. “The identification of harm or danger requires not just the presence of threat, but merely the suggestion of it” (Felitti, et al., 1998; Rossen & Hull, 2013, p. 8). Pre-Assessment/Survey SEL, CRISPA- Everyone can self-reflect and/or Self-Reflection/ Individual SENSORY- be silent: Notice personal Self-Awareness behaviors and affects from various feelings/emotions/situations, discern mindset. (30) Stand up Networking / SEL, CRISPA- Everyone has a voice: Notice Individual /Lg/Sm Group SENSORY- social behaviors, view as a learning Self-Awareness opportunity, model respect with Social-Awareness courteous tone and language. Relationship Skills (10) Welcome: Who am I? / SEL, CRISPA- Everyone can model appreciation Individual /Lg Group SENSORY- for others: Notice biases, be aware Self-Awareness of own beliefs, build a connection, Social-Awareness view as a learning opportunity, Relationship Skills willingness to create a safe space Self-Management for self and others. (15) Topic: Introductions – SEL, CRISPA- Everyone can have/share 60 Profiles (20) - What did SENSORY- reflections: Notice own culture, we learn about self/other / Self-Awareness admit mistakes/decisions, model Lg/Sm Group Social-Awareness acceptance of others, interact Relationship Skills effectively, willingness to model Self-Management self-care. (30) Topic: Course SEL, CRISPA- Everyone begins with an ‘A’ 298

Overview/Syllabus First SENSORY- grade (top-down strategy): Notice Night Assignment topics – Self-Awareness how your body responds to (20) via roundtable Q&A / Social-Awareness expectations, willingness to agree, Sm Group commit and discuss, willingness to collaborate. (15) Topic: Communication SEL, CRISPA- Everyone has a position, need, or Process/Model – SENSORY- desire: Notice the use of ‘feeling’ Reading/Writing- Self-Awareness words, recognize bias of self and Individual /Lg/Sm Group Social-Awareness others, recognize the distractions Relationship Skills and experiences of others, Self-Management willingness to help others, and Decision-Mk Skills model problem-solving strategies. (20) Topic: Overcoming SEL, CRISPA- Everyone will experience a fight, Fears & Nervousness – SENSORY- flight, or freeze response: Notice Reading/Writing- Self-Awareness how emotions impact behavior, Individual /Lg/Sm Group Social-Awareness notice how behavior impacts or is Self-Management seen by others, willingness to ‐‐‐ Mindfulness Practice model acceptance and understanding of self and others, willingness to cultivate self- regulating and calming strategies, and engage in self-care strategies. (20) Topic: Listening – SEL, CRISPA- Everyone listens/sees through a Reading/Drawing-Review SENSORY- different colored lens: Notice the VIDEO for LISTENING and Self-Awareness use of ‘descriptive’ and ‘feeling’ HOW to Evaluate-Critique. Social-Awareness words, recognize, culture and bias Individual /Lg/Sm Group (2 Relationship Skills of self and others, recognize the truth and experience of others, willingness to help others, model problem-solving strategies. (20) Topic: Topic Selection SEL, CRISPA- Everyone can/will express their and Research Goal_1 – SENSORY- own set of beliefs, values, and Reading-SLIDE- Self-Awareness attitudes: Notice how new Individual /Lg/Sm Group Social-Awareness information is processed by self and Relationship Skills others, willingness to be Self-Management openminded, willingness to Decision-Mk Skills question own beliefs, values, and attitude, willingness to model courteous and respectful language, and to consider refraining from judgment, willingness to reflect on conflicting views of self and others. (30) Topic: Impromptu_1- SEL, CRISPA- Everyone can experience a fight, Personal Experience SENSORY- flight, or freeze response: Notice

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Individual /Lg Group Self-Awareness how emotions impact behavior, Social-Awareness notice how behavior impacts or is Relationship Skills seen by others, willingness to Self-Management model acceptance and Decision-Mk Skills understanding of self and others, ‐‐‐ Mindfulness Practice willingness to acknowledge efforts with constructive feedback and encouragement, willingness to cultivate self-regulating and calming strategies, and engage in self-care strategies. (20) Topic: The House on SEL, CRISPA- Everyone makes mistakes: Notice Mango Street–Oral SENSORY- how your body responds to a Performance / Reading / Self-Awareness perceived mistake, notice how Reflection / Discussion. Social-Awareness personal behaviors are maximized Individual /Lg/Sm Group Relationship Skills or minimized, willingness to view Self-Management as a learning opportunity, Decision-Mk Skills willingness to share reflections with self and others, willingness to respect and listen to the experiences of others, willingness to consider how choices and actions affect or are view by others, willingness to acknowledge efforts with constructive feedback and encouragement, willingness to cultivate self-regulating and calming strategies, and wiliness to engage in self-care strategies. (5) Topic: Review Next SEL, CRISPA- Everyone has the capacity to self- Week Assignments | SENSORY- reflect, everyone has a voice to Questions | Observations | Self-Awareness express and share: Notice how Summary/Sharing Social-Awareness your body feels at the end of the Observations- Relationship Skills session, reflect and share the Individual /Lg/Sm Group Self-Management experience, notice your willingness Decision-Mk Skills to acknowledge the efforts of self and others with constructive feedback and encouragement, notice your willingness to cultivate self-regulating and calming strategies, notice your willingness to engage in self-care strategies, willingness to examine your commitment to your continuous

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learning and to examine the type of support you provide to the learning of others. (CCHESWS, 2019; López, 2019)

Table 20: Session Justification Outline (Appendix AA)

Educational equity, meaning, “...every student [learner] has access to the

resources and educational rigor they need at the right moment in their education

regardless of race, gender, ethnicity, language, disability, family background, or family

income” (AESP, 2017) is a reality yet to be realized. Educational equity will continue to

be strived for among socially conscious educators. However, ideas and notions

surrounding this challenge involves educators to examine biases and interrupt or break

the habits of common practices that currently reflect inequitable outcomes.

This includes examining White culture, pertaining to privilege, class, and power

in historical context; involving the racialization and cultivation of stereotypes

contributing to the oppression and exploitation of marginalized populations—ultimately,

understanding the hierarchical economic system that serves and presents itself as a barrier

for many culturally underrepresented families is a prerequisite to educational equality.

Despite current projections of the U.S. becoming a “minority-majority” overall academic

achievement for underrepresented cultures, soon to be the majority, continues to trend downward (USBC, 2014).

Addressing social and political issues related to educational equity and cultural integration is one step closer to educational equity via the concept and current practice of transformative SEL (relational based model). Still, while culturally responsive teaching

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and culturally relevant pedagogy encourages more inclusive classroom settings by

connecting learners with their cultural assets and creating content encouraging learner

reflection (Hammond, 2015; Villegas & Lucas, 2002); an equity-focused SEL program

suggests another more complex or extra step of engagement by adding explicit attention

to issues such as class, race, and power.

Transformative SEL is reflective of the extra steps necessary for educational equity by bringing issues to the surface such as, discrimination, social justice, power, privilege, and self-determination as explicit discussions—this is a transparent process were educators and learners (learner-centered) examine root causes of inequity and; through relational based modeling they collaborate for solutions (Jagers et al., 2016;

Jagers, 2018). Moreover, a transformative equity-elaborated SEL solution is recommended via an 8-12-week workshop intervention series. This is a framework that embraces a learner-other-centered (project-based and participatory) approach that organically integrates the discussion and discourse of complex and influential issues of discrimination, social justice, power, privilege, and self-determination. It is currently reported that fewer than one in five frameworks scanned nationwide consider cultural and linguistic diversity; additionally, trauma-based interventions are rarely mentioned or addressed (Berg et el., 2017).

In short, the workshop intervention approach provides relevant context for learners to synthesize critical academic and social-emotional competencies.

Subsequently, the workshop framework, through the inclusion and practice of mindfulness, addresses issues of traumatic affects related to systemic oppression,

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historical context issues, neglect/abuse, domestic/sexual violence, bullying, poverty, witnessing violence, and other traumatic related life experiences. Explicit discussion points related to psychological trauma inevitability will emerge or have emerged from past workshop sessions. Described as, “...an affliction of the powerless” (Herman, 1997;

2015, p. 33), psychological trauma most often will include experiences with discrimination associated with socioemotional health outcomes (Felitti, 1998; Fuller-

Rowell et al., 2012; Gibson, 2015; Levine & Kline, 2007; Miller, 1997, 200, 2002, 2006;

Nakazaqwa, 2018). Trauma-sensitive discussion points are built-in, practiced, and exercised incrementally throughout each workshop session focusing on the integration of mindfulness in a trauma-sensitive way (Davidson, 2017; Treleaven, 2018).

The Impact of Mindfulness and Trauma

Essential to the practice of mindfulness is the understanding and awareness of traumatic stress (acute or chronic—also, referred to as toxic stress, risk factors, maltreatment, and ACEs or Adverse Childhood Experiences (Felitti, 1998). While the practice of mindfulness can enhance present-moment awareness, self-compassion, and our ability to self-regulate; it can also generate, exacerbate, trigger, or reactivate symptoms of trauma for learners who have struggled or are struggling with traumatic stress. Asking a learner to sustain attention to their internal world for an extended length of time can eventually connect traumatic stimuli. Thoughts, images, memories, stories, and physical sensations may/can release a flood gate leading to a past or present traumatic event, activity, or situation—similarly, past and/or present interaction(s) can sometimes lead to re-traumatization, flashbacks, or physical discomfort. Therefore, the

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practice of mindfulness has the potential to arouse feelings and emotions involving

dominate social/cultural norms, interactions, and/or expose silence that tend to objectify

and/or expose systematic oppression of underrepresented cultures and marginalized populations (Davidson, 2017; Layman, 2016; Treleaven, 2018).

Trauma is ubiquitous and is a reality for many school age children and adult learners. More than 60% of learners under the age of 17 reported exposure to violence

and nearly one quarter reported being victims of a crime, assault, and/or bullying.

Experiences such as these are often suppressed and/or repressed while into adulthood. Its

influence is both broad and subtle. Moreover, social context plays a pivotal role in

exposures to stress and violence, as gender, racism, discrimination, and sexual orientation

add additional dimensions to trauma (Davidson, 2017; Fuller-Rowell et al., 2012;

Herman, 1997, 2015; Treleaven, 2018).

For instance, the prevalence of trauma observed on a continuum, is evident as

each family in this study demonstrates or is reflective about/within a specific interaction

related to at least one underlying issue of on-going or repressed trauma:

Family 1: Tucker and his Uncle Jack are both witnesses and victims of emotional

neglect, abandonment, domestic violence, and/or addiction.

Excerpt (Tucker as witness and trauma victim): Tucker seizes this opportunity to

share feelings about his anger toward his Mother who left him when he was young and

has not been seen since; he expresses anger toward his Father who continues to pay all the household bills for his Uncle; he expresses anger toward Brenda because of her foot

304 injury—claiming it was broken by her ex-husband during an argument, essentially, “the x”, intentionally ran over her foot with his vehicle.

Excerpt (Jack as witness and trauma victim): As we wait for Brenda, Jack and I share a few bar remedies for getting rid of the hiccups. Not long into our conversation we check back with Brenda...we look out the window as she is still slowly, so very slowly making her way to the front door. Then without warning Jack shouts, “...her damn ex- husband ran over her foot during an argument...he wants custody of the kids...” I change the subject and suggest we all sit down. At this point, it is difficult to discern whether or not this is a typical day for the family.

Later Jack explains, “My wife sent that to me one day.... My wife that passed away... That's why I keep it because her and I were...we were struggling through our addictions...at the time...at the same time”

Family 2: Mira is accustomed to the silence of self and the social silence that seems to connect her to systemic and structural oppression. Her voice may be less vocal and/or silenced by a combination of historical trauma, gender norms/expectations, structural racism (the exclusion of minority voices in making school/institutional decisions), or systemic oppression (policies and social/political practices and/or beliefs that keep minorities at a social and/or economic disadvantage).

Excerpt (Mira as victim of system/structural oppression):

So, let’s talk about the school again, “Is there anything that would help you feel more comfortable or included regarding educational decisions or activities at your children’s school? There is a very long silence and thought about this question. Finally,

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Mira says, “Well I see nothing bad...I see most everything is good.” I add, “Is there anything that could be better?” After a short pause, Mira says, “No..... No everything is

fine.”

Later I ask, okay, on that note, one last question, “Is there something you would

like to share that represents education or describes success for you and your family? Mira

responds quickly, “Yes, something that I live by and hear a lot is that education is the

best thing that you can have... It is something you can show anybody. But most of all it is

important for your children...for your children to see that you value education for a better

life.”

“Great, thank you. Is there anything else you would like to share or add to our

conversation?”

Mira, says, “No that is pretty much it...but...thank you very much...I want to thank

you very much because this is something that is new to me. I have never been

interviewed before and these questions were all new to me and answering them is a little

bit out of my comfort zone.” I respond with heartfelt sincerity, “You did a nice job!”

Mira adds, “Thank you...and to you too.... because even though we don't know

each other you are interested in me... and I am able to learn something new...I am very

grateful...and this is an experience I will never forget!”

I thank Mira and express to her that the feeling is mutual. As I present Mira with

the gift card, she is hesitant in accepting it as if it is too much or maybe she feels she does

not deserve it—I reassured her that her time is valuable, and her opinions are very

important!

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At this point, she wants to know a little bit more about my project. I explain a few

more details about the project as she listens with interest as she gains more awareness

about the study. She said, “This is a good project...in my opinion...My opinion is that we

will need more schools and more teachers because I see the community is growing very

fast.”

Mira adds, “But, now for me it is bad, bad that this experience is over...I am sad

that this experience is over for me now.”

Family 3: Joya as a victim of historical trauma, bias, and discrimination.

Excerpt (Joya as victim of historical trauma):

Joya, explains, “The college [MCC] is good they try to do a lot I'm part of one

educational committee and it's for staff members and they try to make it better...even

[just] this week we were talking about the problem(s), it is not the staff; the problem is

the teachers and how to teach them is a question. I think they need to be...just educated to

know the difference [among cultures] and maybe try to put some limit to their bias...”

I could feel and hear painful emotions building in her voice, “...because they

judge you for nothing and they don’t treat...” she stops to take a deep breath, sighs,

ponders a bit, and states, “...it's not all of them.” Joya takes a moment to center her

thoughts, “It was great to have some teachers...” her thoughts trail off a bit, “...but it

caused for me like so much pain, it is painful to show up and to see some teachers face of

distain.” Reflection of this experience is very disconcerting for Joya. Her pain is felt

deeply; it is seeded from past experiences. This painful reflection triggered from her most

recent experience sends bubbles of self-judgment to the surface and has an obvious

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physical impact on her current demeanor and life in general. Joya finishes her thoughts

by reaffirming a solution to avoid future pain with, “That is why...I decided to just to go

by online [classes] this quarter.”

I ask if she feels this way in every new classroom?

“Well” she paused, “You look in every class and they don't treat you the same

Trauma generally defined as “...any experience (once in a lifetime or ongoing) in which a person’s internal resources are not adequate to cope with external stressors”

(Davidson, 2017, p.4; Hoch et. al., 2015). These stressors or triggers can lead to overwhelming negative emotions such as helplessness, fear, and shame—all experiences

involve some degree of real or perceived self-harm either experienced or witnessed as a

physical, mental, economic, or emotional threat to self (CDC, 2016; Rossen & Hull,

2013).

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Subsequently, the concept of mindfulness allows the development of strategies and tools to identify theses stressors or triggers (cues), for the learner, before they are acted upon and/or can be internalized as a negative or distorted message. For example, the feelings conjured by the thought of public speaking for many adults will trigger emotional reactions of fight, flight, or freeze. This is when the stress hormone cortisol increases ten-fold, decreasing a learner’s working memory capacity and increasing reaction from the limbic system where all memories of trauma are stored. Similar, feelings of overwhelm, agitation, flashbacks, and isolation are described by many victims of traumatic experiences and can resurface when triggered by overwhelming stress of any nature, including public speaking—it is important to remember the primary job of the brain is survival. Also, family members or learners can respond to the stories of traumatic experiences of others as they may viscerally understand the experience, event, and/or feelings described and shared (CDC, 2016; Rossen & Hull, 2013; Treleaven, 2018;

Zigler, 2018).

Within the context of this study, thinking diagnostically is not feasible, therefore thinking developmentally will be considered when addressing the far-reaching impact of trauma histories associated with beliefs, values, and attitudes.

Reflection and Discussion

“Trauma-informed educators recognize students’ [learners’] actions

are a direct result of their life experiences. When their students

[learners] act out or disengage, they don’t ask them,

‘What is wrong with you?’ but rather, ‘What happened to you?’

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(Huang et al., 2014)

As noted in chapter 1, my world view changed in an instant. Certainty became uncertain; safety became survival; and my awareness became acute. Before I was able to imagine the world as it is, my utopia of certainty, safety, and knowing was shattered with the death of my mother. This single moment of realization, at the age of seven, continues to shape, reshape, and inform my worldview.

If I could go back in time I would erase the numbness and confusion I felt at that moment, I would erase the trance of survival that took over as my brain shut down to protect itself; my brain unconsciously protected my psyche from feeling the full force of this trauma as my body continued to absorb, remember, and store its effects for a safer time and place. This experience and the subsequent intersecting experiences and interactions have shaped my identity, beliefs, and world view. This single experience continues to affect my life in many positive and negative ways. It continues to drive my motivations to understand the implicit resistance among educators and institutions of leaning toward discussions and practice of social-emotional learning, development, and well-being that often includes the affects of traumatic related experiences.

Social-emotional learning includes the discussion of complex emotional and divisive issues such as bias, discrimination, racism, and class; issues that perpetuate the marginalization of underrepresented families, the families who live with subtle complexities of identity every day. There is a prevailing silence among families, schools, and social institutions that send disturbing unconscious messages influencing the unconscious physical, physiological, and emotional treatment of children and adults when

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their identity (gender, culture, sexual orientation) and/or behavior fails to fit into the

prescribed social norm, binary classification, or institutionalized practice. Through-out life many learners continue sorting, fleshing and flushing out the rules of belonging. I have routinely lived on the margins of diverse cultures, code switching between multiple

identities, and continue to experience being silent, being silenced, and balancing when,

where, and how to critically contribute to these dichotomies with my unique perspective.

The purpose of an autoethnographic approach as qualitative method is it positions me at an intersection of personal and cultural thinking while at the same time observing as a researcher, practicing reflexivity, and describing as a storyteller (Ellis, 2009). This intersection addresses my needs and desire to express my sense of responsibility, observations, reflections, and my sense of obligation to remain accessible; and create a narrative space to be encountered, conversed, rejected, and/or appreciated (Bochner,

2012).

The space between stimuli and response is a space of interaction; a space of constant interchange between researcher and others. This method is meant to “...open avenues for readers to interact with narrative(s) authentically, reimagining and reconstructing more inclusive worlds along with researchers and participants who are inextricably linked (Briggs, 2017, p. 127).

This study was intended to be an inquiry into the interactions, experiences, and perceptions of school success from underrepresented cultures and marginalized families.

It is a snapshot of daily life, recollections, and interactions that exist between families and the educational system within a rural community. The data and interpretation evolved

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into a kaleidoscope of intersectionality of family and cultural beliefs, values and attitudes,

ethnicity and silence, diversity and class, and social-emotional wellness and racism. In short, there are many facets to one single encounter. Every social setting and interaction demonstrated a contrast of privilege, disadvantage, and/or opportunity. These families bear the weight of evidence illustrating their experiences living daily life within external forces of societal norms and family perceptions. This interconnectivity of external influence and internal family milieu makes it difficult to view interactions in isolation as these facets are interwoven, finely threaded, and deeply connected within the internal complexity and patterns of family beliefs, values, and attitudes that are often reflective of their community-at-large.

Within the perceived reality of my family’s cultural and social context, the shared reality we all live and view differently, there are advantages and disadvantages. Through my ways of identifying, this is a narrative about some of those advantages and disadvantages, they are often subconsciously directed, guided, encouraged, enforced and/or enmeshed within the most pervasive belief patterns (dominate norms, notions of correctness, and ideas of success) of family, school, community, and country. They are beliefs and habits that are sometimes very difficult to identify, and even more difficult to change.

In response to the research question, interview questions, emergent themes, and in relation to my interactions with the family participants the following narratives are in no specific chronological order as they describe my personal journey of creating value or deconstructing meaning “...in this crazy town” (López, 2019, p. 196), as Joya states

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describing her journey of making sense of her world.

What Happened to You?

In the early 2000s, “What happened to you,” is the question I begin to ask myself,

a shift from the typical “What is wrong with you?” a question most asked of ourselves

and society thorough many direct and indirect messages and questions throughout our

lives. It happened in 2010, when I lost my armor—my protective gear. The self-

protective gear used to shield my psyche from emotional weakness, vulnerability, harm,

and humiliation. This was the year my partner was diagnosed with breast cancer. This

was also a year of economic transition. The economy was shifting and literally slammed

shut for many industries. Gone were the self-employed days of easy access to decision-

makers, broad acceptance of proposals, and a decent income. The landscape became

extremely competitive as businesses held their budgets tight, eliminating the ‘soft’

expenses, meaning the invisible or intangible expenses such as marketing and public

relations. Similarly, educational systems often practice the elimination of ‘soft’ subjects,

such as art, music, and physical education during budget constraints. Keeping what is perceived as core organizational and/or academic supports, literally chopping off the branches of one side of a tree affecting its overall health and wellness—fortunately, this strategy may be changing, as educators began to see there is a component of short- sightedness to this logic still, change comes at a very slow pace for large social institutions.

2010 was also the year I started my program to complete my master’s degree. As a non-traditional adult learner, I appreciated the online access during this time, since my

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days were filled with caretaking duties for my partner and seven senior four-legged

family members (eventually losing four of them during this timeframe). The next two

years involved several surgeries, a series of chemo sessions, many radiation treatments,

and emotional labor, “...the expenditure of time, effort, and energy utilizing brain and

muscle to understand and fulfill emotional needs” (Gibson, 2015, p. 55) for the sake of survival my guiding compass became the development of a color-coded pre-post/clinical trial medication (and general) scheduling spreadsheet. There was no time or space for reflection or self-reflexivity.

It was also a time when friends, family, or acquaintances, sometimes surprisingly, either emerged in full support, held back in fear and denial of the big C (cancer), or completely vanished from our lives. Pre 2010 my self-protective gear may have shield me from this physical, mental, and emotional backlash, however post 2010, I shed most of this armor and the full realization of this experience penetrated not only the immediate losses, but generational loss surfaced, combined with my own flexing of emotional denials, fears, and expectations, I was forced to reassess my true beliefs, values, and world view—it was a self-examination I was sure I had finished-up a decade earlier.

I completed my master’s degree in early 2013. Consequently, the emotional fall- out and reconstruction of the previous two-three years led me to question the purpose and value of my career decisions. It was a journey of self-examination from a social-capitalist

(Tocqueville, 2000) mentality to a more subjective social-emotional approach of well- being, access, and advocacy. Often following my instincts, interests, and desire to contribute and advocate, I had to rethink the social constructs, educational options, and

314 family contradictions of my personal life and career path choices. On the surface of traditional education, I was the first in my family to graduate high school, college, and complete work on this research project. Still, paradoxically, I was closeted by the limitations of my personal life, by my presumed heterosexuality, my presumed

Whiteness, and by my presumed social/cultural persona.

Perceptions of Schooling

How do learners from underrepresented cultures and marginalized families perceive academic success and more importantly, how do learners overcome barriers contributing to low academic success? Being the first family member to complete and continue traditional schooling I did not have a predecessor or role model to advise or show me the best path, I was left to unearth my own path with my own efforts. My family’s view and perception of schooling was to ultimately get a good paying job, something tangible and functional—something you could see and understand. If you were male you were expected to get a job that contributed to your family, not just yourself; if you were female this same generational message was clouded with cultural expectations of getting married, having children (never before marriage), cooking dinner, blending-in with dominate culture, and minimizing the need to publicly speak Spanish—this was the explicit family message, to conform with dominate social norms and subconsciously displace your ‘true’ identity. However, the message was never clear. What type of job was desirable or acceptable and what/where are employers willing to hire, approve, or support? There was minimal adult/parent guidance or supervision to help achieve these goals and expectations.

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For example, almost any job at any age was considered a great achievement. I acquired my first job when I was ten years old. It was a neighborhood paper route that involved making sales, planning my own sales pitch, securing the product at wholesale, selling at retail, billing and collection, formulating monthly projections, etc. I learned valuable lessons as the job progressed. In retrospect I certainly could have used some adult/parent supervision with managing my cash flow, such as opening a bank account or savings account. Instead I resorted to keeping my profits (mostly coins) in the back of my radio which over time became cumbersome and inefficient. The only fact that mattered was that I had a job. A few years later, my second job, was at a day care center. Caring for tiny humans, other than my brother and sister, was where I started to understand, observe, and learn the importance of social capital. Consequently, this experience and subsequent interactions led to my third job in the junior high school library.

The question of social capital within my family was/is vague, misunderstood, and rarely considered. Goal setting and decision-making for academic success was/is not practiced, especially since, within my family, there was/is no precedent for consistency; specifically, emotional consistency; social and emotional support and/or development remain missing elements. The important message in childhood was to stay out of prison, don’t get pregnant, and stay in school, at least finish high school, as this was/is the

‘authority’ and path to a better life, job, and future—the American dream.

Merit is Not a Substitute for Social Capital

The American dream is deeply entrenched in our society. It is our national ethos of rights, liberty and opportunity. However, the American dream is not what it seems and

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has no alternative. The American dream is supported in the context of this study by the concept of meritocracy. Meritocracy is understood as the concept of a society where the gifted, intelligent, and energetic within a community are searched out, identified, supported, and then based on merit will be helped to achieve their earned position or direction on a path toward class mobility and democratic fairness. However, merit alone is not a substitute for social capital. The American dream is complicated with bias and discrimination which often distracts with pain and anger to those working to achieve this elusive goal.

Consequently, the daily complexities of identity often interfere with the concept of merit. Support may be in plain sight however, the prescribed social norms, binary

classifications, or institutionalized practices remain invisible barriers difficult for many or

most to transgress. For example, I encountered an experience of discrimination that involved several years of developing friendships, creating collaborative work teams, and demonstrating a committed loyalty to colleagues and advancing the mission of a business organization. My presumed Whiteness and my presumed social/cultural persona at the time was explicitly deemed more than adequate for a step up in leadership. However, my presumed heterosexuality was too inexplicit for a conservative business group—merit was not enough as social norms prevailed and I remained hidden in plain view.

In like manner, I have witnessed or experienced similar types of discrimination and/or bias within educational settings. For instance, bias presented as an indirect interaction of judgment. I was caught in the middle of a power struggle between department heads when the merits of my professional experiences had been deemed

317 inadequate for a specific academic classroom setting—the dispute was fueled and based on political frictions between the two department heads—one of a traditional mindset and the other of a more progressive mindset. I found out after I was hired, the program was processing through a 3-year teach-out plan. Fortunately, the more progressive director who sought me out prevailed. Regardless, the battle manifest into a cyclical flow of back and forth interaction, countered, withdrawn, and reinstated decisions between the two departments flowed like hot lava. Simultaneously, I received multiple conflicting emails and apologetic phone calls first accepting my teaching contract, and then rejecting my teaching contract—a parallel play of acceptance and rejection—from my standpoint it was a thoughtless and unfairly executed protocol, I experienced it as a three to four day emotional roller-coaster ride I was unable to stop or get off.

Without doubt, this experience of judgment, bias, rejection, and intermittent acceptance (reward), while it was not about me personally, thereafter it was difficult to remain authentic with my learners in the classroom. There was more than a bit of irony in my behavior since learners bravely stepped out of their comfort zones facing their personal fears and traumas, tackling many divisive topics such as: abortion, immigration, religion, suicide, gun control, domestic violence, and homophobia among others. Still, regardless of the safe environment I was able to create for my learners, the university claims of inclusivity, fairness, and diversity and faculty support services no longer felt safe or reassuring. Teaching subtly became a political act of selected silence, I feared my presumed homosexuality would be too implicit for the religious based university. Again,

I remained hidden in plain view.

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Over the years I have witnessed or experienced many acts of bias and

discrimination, such as losing vendors or clients refusing to produce work or work with

LGBTQ related projects or clients; in contrast to being upgraded to first class returning from Mexico because of my last name or depending on the travel representative being upgraded to first class for being gay looking or gay friendly; however, because of my name, any time I cross borders my passport is flagged for extended TSA searches, unlike my White travel companions. These acts of bias and/or discrimination are often based on a political/gender/ethnic classification, power struggles, labels of personal identification, degrees of Whiteness/Brownness or degrees of ‘fill-in-the-blank’; perceived heterosexuality or perceived gayness, and/or perceived ability level—overt and covert bias and discrimination is not difficult to see if the proper historical lens (standpoint) and context is in place.

However, in the long-term, merit based on professional experience and academic achievement, unfortunately is not enough. As noted in chapter 1, I realized the profound significance of this early on, and now it was crystalized working with English language learners. This was mostly due to a widespread belief in the American dream, as it is reflected and affirmed throughout the most common system of meritocratic screening: the educational system. Unfortunately, partially due to a lack of global standards, fair access, affordability, and cultural norms that involve bias and discrimination the ‘traditional’ educational pathway remains an imperfect system in attaining the goals of professional and economic success. Merit is not enough, merit is not a substitute for social capital, nor is social capital a guaranteed ticket to the American dream.

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The Privilege of Identity

One interaction I remember at the beginning of my doctoral program illustrates my notion of privilege and identity through bias and discrimination. One summer day during a class outing I was interacting with two of my classmates. We were talking about their 3rd and 4th grade classes, about how well they, as teachers, worked together to prepare certain program elements for their students. Then they shared with me, a game they openly play to pass the time. During student designated free or play times the two teachers got together and assessed who should be partnered with whom, as in a married heterosexual couple. I thought this was an odd way of passing time, it also felt oddly offensive, perhaps it was a projection of their own desires to be married. Still, I wondered about the students (young learners) who may be transgendered, hermaphrodite, gay; or simply conflicted with the expectations of social gender norms and roles which may also raise concerns for gifted education scholars who may view this ambiguity as an identification characteristic of giftedness—moreover, if the learner identifies as gay or other and is also identified as gifted, they are considered to be a twice-exceptional learner

(Webb et al., 2005).

Of course, this conversational topic was an opportunity to deepen the discussion

(interaction). A chance to question and explore, not necessarily to challenge their thinking, but to explore about what lies beyond skin color, perceived cultural backgrounds, and social norms; and to examine the subtle behaviors and actions that may involve or reveal clues to the inner worlds of identity and self-concept of young learners.

Despite this opportunity to interact at a deeper level, at the time my emotional energy was

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low, I felt raw, vulnerable, and a bit overwhelmed thinking of similar repetitive

encounters of micro/macro aggressions, such as, “You can’t be

Spanish/Mexican/Hispanic (or fill-in-the-blank), you’re too White to be Mexican.” or the

constant questions and comments of my marital status, “...you can’t be Mexican, Lopez

must be your married name.” so being a bit weary of the energy necessary to ‘dig

deeper’...I chose to forgo what I perceived to be another battle of overt unconscious

insensitivity to the gender and/or sexual identity and development of young learners.

I was mindful of self and others, but rather than act-on, reframe, or encourage a safe space for myself and my peers. I simply pondered my own thoughts of social awareness and understanding. I essentially wondered why as educators and as a condition of society we continue to name and label in stereotypical and dichotomous ways that inadvertently create environments and/or interactions that trigger defensive behaviors.

Still, regardless of cultural background, society is consistently and strongly challenged by gender and sexual identity that include examining the conflicting social constructs that assign identity. For many individuals their personal, gender, cultural, and/or sexual identity is challenged daily, and complicated by the overlapping identities of their families and community in which they are/were raised or live. Either way, during this particular interaction with my classmates, I remained silent, hiding behind my presumed heterosexuality, my presumed Whiteness, and by my presumed social/cultural persona.

Significance of Bias, Discrimination, and Trauma

The daily challenges of bias and discrimination may induce chronic stress, develop or evoke an attitude of defensiveness, and/or exacerbate social connections for

321 some individuals. Coping behaviors are often learned from personal and generational experiences and interactions. As a result of generalized stress, family members may experience a long list of non-specific physical symptoms such as tiredness, body aches, headaches, etc. (sometimes labeled as adrenal fatigue by alternative physicians and not recognized by Endocrinologists), but the real cause could be depression or fibromyalgia

(Campos, 2018). Considering the cultural stigmas attached to depression and other mental/social and emotional health issues this is a real health concern for underrepresented cultures and marginalized families (Colorado Trust, 2018).

Studies have shown controlling for generic life stress and perceptions of discrimination contribute to a scale of variance in trauma-related symptoms (DeGruy,

2005; Pieterse et al., 2010; van der Kolk, 1996, 2014). Learners who have experienced trauma are more likely to be diagnosed with attention deficits (Downey, 2013), or will have histories of absenteeism and underachievement (Shank & Cicchetti, 2001), they may also be more aggressive, avoidant, or have negative peer interactions (Streeck-Fisher

& van der Kolk, 2000). Trauma signs may disappear and reappear over a matter of days, weeks, or months, and then reoccur. However, the experience of emotional distress that continues may deepen over time (Felitti et al., 1998). By the time learners reach

‘traditional’ college age, 66 to 85 percent report at least one traumatic exposure, with many more reporting multiple exposures. A learner’s susceptibility to trauma increases with gender, ethnicity, and environmental differences (Davidson, 2017).

As a child my family life was filled with behaviors consistent with symptoms of generational trauma and social-emotional immaturity, such as addiction, anger, role

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reversals, role expectations, emotional neglect, enmeshment, etc. (DeGruy, 2005; Gibson,

2015; Pieterse et al., 2010; van der Kolk, 1996, 2014). At the time, my perception of

family chaos involved, the television being too loud, the house being too small, having

too much freedom, too much arguing and yelling between adults; not knowing what

would provoke my father to explode with anger/rage or when he might hit us with his

belt; witnessing my father’s daily drinking or cannabis habit, and having conversations

with him that were forgotten the next day all seemed normal and as kids we justified and

became malleable to the chaos and situation in order to survive.

However, my body reacted differently to the chaos. Growing up very active and

athletically inclined it was a shock when one morning, sometime during my 3rd and 4th

grade year, I woke up with shooting pains in my knees, thereafter occurring sporadically

for several days at a time, I could not bend them, touch them, or walk without

excruciating pain shooting up and down my legs. The doctors could not explain it and

despite a 0.3% chance of accuracy (de Azevedo et al., 2008, 2011) they labeled the

problem a symptom of rheumatic fever. This diagnosis did not explain the redness around the rims of my eyes in junior high school, or the redness that periodically emerged in the whites of my eyes (episcleritis) as an adult, this condition thought to be caused by inflammation related to stress seemed to have no obvious reason for occurrence.

Our bodies are built for survival, therefore in hindsight, without the social-

emotional tools or support to heal, it made sense that my knees gave out from under me.

These are visible reactions related to chronic stress, traumatic events, and/or on-going physical, psychological, and/or emotionally abusive situations—learners at any age will

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present many visible reactions that often go unnoticed or are misdiagnosed. The invisible

reactions are more difficult to detect and often remain chronically unnoticed, neglected,

and/or misdiagnosed. One reason for neglect or misdiagnoses is educator and/or support

professional’s lack of training, peer support, and knowledge regarding trauma signs and

symptoms and/or gifted identification characteristics that can sometimes be confused

with similar pathologies (Hartnett et al., 2004; Silverman, 1998; Webb et al., 2005).

Recognition of Social-Emotional Characteristics

It is important to note that all three families recognized and describe positive

social-emotional characteristics and development in at least one or more of their children,

such as self-awareness, social-awareness, self-management, relationship skills, and

responsible decision-making. They described their children’s traits in awe and with pride.

Unfortunately, these traits are perceived to be the exception and perhaps they are in most families. At the very least, these three families provide evidence for the critical need of

SE integration at home, in their schools, and within their collective community. There is mounting evidence sharing the positive impacts of SEL, however, there are still many questions and concerns about whether these frameworks address and cultivate underrepresented cultures and marginalized families (Castro-Olivo, 2014; Jones &

Suzanne, 2012; Jones & Kahn, 2017).

Family 1 (excerpt): Brenda explains, “He’s also there...he's always there for his

friends...you know what I mean... like one of his friend's dad just passed away...and

Blake made a commitment to himself that he was not going to leave that friends side... and he hasn't... and that's crazy you know...for a 14-year-old to understand that...”

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Later, Tucker shares his thoughts, “Well the high school doesn't actually listen to anybody... So, I don't think they're going to take anything for changes... this comes from me as a student... Literally we have been waiting... Okay so.... last year... there was a kid that died... and then two years before that... there was another kid that died... They didn't put a plaque on to the first kid that died until this year... And we all got...we all got pretty angry at them because like... The only thing that they did is leave a seat open when they had like...the graduation...”

Family 2 (excerpt): Mira thinks about her son and looks at Rena before saying,

“My Son, oh...well, Jose is 14-years-old, and a lot of teachers tell me that he is super active in school. He likes to do his homework. He organizes himself very well. So...at the house he is a good kid and he likes to hang around with the family.” Mira stops for a moment, “He would do this all day if I let him.” Mira and Rena laugh at this admission,

“He gets along with everyone very well, really well.” Thinking briefly about what else to say Mira continues, “Hummm, he is also very curious, Jose wants to know about a lot of subjects. He likes to stay close with his father... and see what he's doing... he wants to learn a lot about construction.” Then in an optimistic manner, she ends with, “I hope that in the future he keeps his curiosity.”

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Family 3 (excerpt): Sitting up straight and taking another deep breath, Joya says,

“...But our little one, Maddie, she's another story” Joya and Marcel laugh together, “...she

is another story, because she already knows who she is—she already knows, yes, she

already knows. If she just meets some body she can be friends with you or she can step

back—if needed—because she knows, she can read people's behavior quicker than—

anybody I know—better than any of our other kids—she trusts herself completely.”

Marcel adds, “Maddie, can know who you are [your essence] in a second...”

Again, Joya affirms Marcel’s observations, “Yes, she knows who you are very quickly...she has a high intuition and awareness...[for example] at school we were talking

about the dress code...we needed to buy a skirt and she showed me where it needed to be

above her knee—so, I asked her why she needed it to be so precise...and she said, ‘You

know when White people break the dress code –it’s okay....but when people like me

break the dress code it would be a drama. I don't want to be a drama or the center of

attention.’ ...and she is only 12-years-old, to know this at 12 is amazing.”

Belonging vs. Fitting-in

“You are only free when you realize you belong no place—

you belong every place—no place at all.

The price is high. The reward is great.”

–Maya Angelou (Brown, 2017, p. 26)

Being too White, not brown enough, or not White enough yet, gay enough to be

interesting or too gay to be included is emotionally daunting; similarly, individuals can

also be creative, yet not innovative enough, too smart, or not smart enough, too

326 emotional, too sensitive, or not attentive enough; too much of this, and not enough of that—there will always be diversity within our networks, however inclusiveness is not guaranteed, inclusion will always be a tentative action—similarly, belonging and fitting- in are not interchangeable terms.

Several years ago, I surprised my cousin at her workplace with a lunch invite. We had not seen each other for some time so we had plenty of catching up to do. What surprised me most about our reconnection was her perception of my current activities as

“White people stuff”, for instance, snowshoeing was a “White people” activity, going to the theater, a play, or a concert was a “White people” event, and any sort of travel was a

“White people” luxury (Rhodan, 2017). I understand this attitude from an economic perspective since growing up we never had the opportunity to even think of any of these activities for ourselves, we never saw commercial media coverage of “Brown people” enjoying these activities. Terri, her sister Toni and I were like sisters. We spent almost every weekend together and did everything together except continue our education together. Terri got pregnant and married before finishing high school and Toni got pregnant before finishing high school, eventually married/divorced and simultaneously turned to drugs and alcohol. I stayed in school. I realized I no longer fit-in with most of my extended family members, nonetheless despite my continuing identity crisis of being too White to fit-in I still belonged to this family.

It took many years, several decades, for me to understand and feel the difference between fitting-in vs. belonging. I finally, ‘emotionally’ realized fitting-in is to acclimate yourself to a situation and/or context, in other words, to acquiesce your authentic self or

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identity, while the notion of belonging is about having the courage to stand-up for your authentic self and/or to stand alone when necessary—to maintain your integrity, risk disconnection, and continue with grace while still maintaining a sense of interconnectedness (Brown, 2012, 2017). I have mostly given up on my struggles of fitting-in, however it is not without great pain and emotional work that continues to this

day. Avoidance, exclusion, rejection, and worse, it is important to understand that

inclusion and acceptance are key aspects of privilege.

“Of all human needs few are as powerful as the need to be seen, included,

and accepted by other people. This is why being shunned or banished is among

the most painful punishments to endure, a social death”

(Johnson, 2001, 2006, p. 55)

Family data within this study exposes a strong desire to belong. Families describe

interactions expressing their sense of belonging and/or of not fitting-in; at the same time

family members are self-protective and respond with coping mechanisms such as, self-

defensive words and actions, moments of silence or omission, and/or candid emotional

responses. For example,

Family 1 (excerpt):

Brenda laughs and concurs with Tucker, “no... No, I do... I remember going

through school and it’s like everyone...everyone moved up a grade [level] they all got

these new attitudes...these new ‘stuck-up-ness’... and everyone is trying to fit-in…and

everyone wants to belong to a click...”

Tucker, objects, “I didn't ... I wasn't trying to fit-in...”

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In tandem, Brenda, agrees, “no, no... I know... neither was I... I didn't give two

shits or a hoot.”

“I literally did not care.” Tucker adds following Brenda’s outward stream of

thought.

Family 2 (excerpt): So, let’s talk about the school again, “Is there anything that

would help you feel more comfortable or included regarding educational decisions or

activities at your children’s school? There is a very long silence and thought about this question. Finally, Mira says, “Well I see nothing bad...I see most everything is good.” I add, “Is there anything that could be better?” After a short pause, Mira says, “No..... No

everything is fine.”

Family 3 (excerpt):

Joya emphasizes, “...and not like just a friendly smile...to say hi and right after

that make a racist comment; this does not give people the welcome they would like to

have.” She adds, “...because we are not really comfortable with some teachers; and we

are not really comfortable with some staff. I think this can be improved to help us be

more comfortable.”

“...so we say any person that comes from where we are from and wants to stay

with us, we are not going to expect something in return or keep a secret, we are going to

show them how to do it, we will not keep our experience a secret.”

As noted in chapter 2, for some scholars, race, class, and culture are but a function of other related factors that contribute to low academic achievement. While, unequal access, poverty, and lack of social supports are a few important factors, when more

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evidence is examined, one of the most important factors to a learner’s success is, “...their perception about whether [their families] the society, their schools and their teachers believe they are worthwhile investments—perceptions that enable them to invest in themselves” (Darling-Hammond, 2010, p. 30) (Figure 12), in other words, our sense of belonging can never be greater than our self-acceptance (Brown, 2012, 2017; Darling-

Hammond et al., 2016).

The Roots: Where It All Begins—Family Beliefs, Values, and Attitudes

Emotionally immature or self-involved parents can be a barrier to academic success when emotional energy is focused on the parent(s) rather than the children

(Gibson, 2015). In addition, growing up, with a preponderance of sarcasm, criticism, excessive bantering, trivial pranks, emotional neglect, and shallow (childish) humor can be stressful. This type of behavior was prevalent in my immediate family of a brother, sister, four-step sisters (two lived outside the home), two-step brothers (one-lived outside the home) and extended family that always came to visit, drink, and stay for long periods of time. Living in this chaotic environment always left me with a sick feeling of eating too much icing on a cake, you can only take a few bites because it is too sweet, but that was all there was to eat. So, the trick was to eat the icing without getting sick—survival was about learning how to absorb criticism, banter back with a quick wit and/or sarcastic

comeback, know where to run, or hide (I preferred the public library), I also had to learn

how to ignore and avoid the trivial pranks that became familiar patterns of physical,

mental, and psychological abuse.

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For example, one day my step-mother decided to offer my younger brother a dog

jerky treat, telling him it was good for him and he was special to have it, she thought it

was funny when he ate the treat. I remember being angry that she would even think this

was humorous or kind, I also felt helpless to say anything that would matter and/or

protect my brother from future pranks since any type of objection resulted in some form

of relational aggression (RA) such as rejection, exclusion, or silence. My brother

shrugged off the experience, still I know it hurt and upset him deeply, damaging his sense

of worthiness and emotional wellbeing. Self-acceptance involves deliberately avoiding a

sense of inner defectiveness; this means getting out of cycles of ineffective belief systems specifically removing the auto-pilot of family beliefs and habits (Brown, 2012; Scott-

Carrol, 2016; Fiedler, 2015; Miller, 1997, 2001, 2002, 2006; Streznewski, 1999). I

witnessed this interaction between my step-mother and younger brother, yet I remained

silent to survive, hiding behind avoidance, and my fear of being deemed defective by a

caretaker.

Although we think of adults as more mature than their children, what happens

when some children’s emotional needs are not met, when their parent, parents, or

caretakers lack the emotional responsiveness necessary? Unresolved historical trauma can create emotionally immature and/or self-involved parents. Because of their own

Adverse Childhood Experiences (ACE’s) (ACE, 2011) they may develop an array of

coping mechanisms such as resisting self-reflection, they will rarely accept blame or apologize, they are inconsistent and emotionally unreliable, and seek enmeshment rather than emotional intimacy. Coping mechanisms might also include food, relationship, drug,

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and alcohol addictions, vices that help parents, learners, and educators avoid persistent

states of stress, or deny past/present traumatic experiences (Felitti, et al., 1998; Gibson,

2015; Miller, 1997, 2001, 2002, 2006; Rossen & Hull, 2013). ACEs can also affect

learners’ attention, memory, learning, processing, and can undermine the development of

language and communication skills for both children and adults (Herman, 1997, 2015).

The lack of social-emotional skills and development runs deep within many families, schools, and communities and the effects are detrimental. As beliefs, values, and attitudes are influenced and developed by historical and generational trauma, at the root level negative home environments can act as barriers to short and long-term academic success (DeGruy, 2005; Gibson, 2015; Pieterse et al., 2010; van der Kolk, 1996, 2014).

Ultimately, emotionally immature or self-involved parents can be barriers to academic success. In other words, Briggs (2015) believes, “Reflexivity is essential to understanding our experiences as socially constructed” (p. 134). Paying attention to our assumed imperfections, our feelings of deficiency, self-aversion, or shame (fears of exclusion, rejection, and intimacy) are at the root of our most painful and paralyzing personal and social interactions. What matters most is how we pay attention and relate to these feelings of self-aversion as children and adults. Paying attention, through a practice of mindfulness, to these feelings of self-aversion (deficiency, shame, or imposter syndrome) is a necessary gateway (inner experience) to awareness; to finding the goodness in self and others. We must acknowledge what we’ve been through—what happened to you? (Brach, 2005, 2013; Brown, 2012, 2017; Davidson, 2017; Huang et al.,

2014; Treleaven, 2018).

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Self-efficacy, “...an individual's belief in his or her capacity to execute behaviors

necessary to produce specific performance attainments” (Bandura, 1997, 1977; Basen-

Engquist, 1992; Brafford & Beck, 1991; Brien et al., 1994; Mahoney et al., 1995), the

notion of self-efficacy may be the most powerful belief available for a learner to develop

in order to possess the skills of self-control and/or self-regulation. Therefore, a hybrid practice of mindfulness, infused with social-emotional learning (SEL) may be a key factor to self-efficacy, “...the reflection of confidence in the ability to exert control over one's own motivation, behavior, and social environment” (Bandura, 1977, 1996, 2003).

Silence is Deafening

“For members of marginalized groups, speaking personally

and truthfully about our lives plays a small part in erasing years

of invisibility and interpretation by others”

(Barrington, 1997, p. 14).

A Gallop poll (2014) reports public speaking to be the number one fear of people, at least people willing to admit their fears, this is before a fear of personal death, snakes, and other major atrocities. Public speaking puts us in a vulnerable position, there is a risk of failure, and rejection is high—consequently, we chose to remain silent. Collectively we have an enormous fear of being exposed as defective; of not belonging—of not being, doing, or accomplishing enough—it is perceived as a social death that is intolerable.

Therefore, we tend to disguise and compensate for intolerable feelings with strategies of our personas (beliefs, emotions, and behaviors) that we believe to be true and are self- protective. Publicly telling your story, sharing what happened to you, is one way of

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connecting with others. If we chose not to share our story, silence will continue to hide

the powerful need of social acceptance and affiliation we all share.

My education continues to extend beyond the classroom—it started with a secret,

and perhaps will end with authenticity. I believed my mother’s death was something to be

ashamed of…it was a secret. At seven years old, I was aware of what had happened, yet

my father, nor were any other family members capable of talking to me honestly and

directly. I had to piece it together on my own. My younger brother and sister were told

my mother was still in the hospital. I knew better but went along with this lie believing

there was shame connected to ‘motherloss’. When I returned to school, my 2nd grade

class experience was mostly a blur; I believed no one knew what happened to me.

No one talked to me about it and my shame deepened. I believed this was a family

secret. It wasn’t until the 6th grade I realized at least one adult from school knew about my secret. I was in the principal’s office with three of my friends. We were in trouble for

chasing boys, holding them down and pinching their necks to duplicate the look of a

‘love bite’. Our principle, Mrs. Shackelford was kind but firm with us, explaining that

this was not a very lady like activity to continue—this was my first intervention. She proceeded to say to me, “I don’t believe your grandmother would be happy about this.”

My mind lit up realizing my secret was in the open—she knew I did not have a mother.

Still I did not comprehend why no one talked to me about it for all the previous years.

Perhaps they did and I had forgotten? Perhaps not.

I believe no child or adult should be silent or silenced with the secrets of what happened to them. Schooling is more than academics; schooling is about the whole child

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and/or adult. Feelings and emotions are not a weakness; anger and pain are the clues to

our strength and a reminder to tend to our feelings and emotions. Anger and pain are our

clues to realizing and understanding we all live, work, play, learn, and belong to a

tenuous social system constructed by damaging beliefs that tend to neglect the human

aspects of achievement. In my experience, academic achievement is secondary and only

possible by first being aware of the social-emotional needs of educators, parents,

families, communities, and self—all learners.

How Deep, is Deep Enough?

We know learners benefit from education that is culturally responsive, at the same time educators must have the knowledge, skills, disposition, and philosophy to work with underrepresented cultures and marginalized families. Infused pedagogies of social-

emotional learning are becoming more widespread, still cultural equity elements are slow

to emerge. There are many unanswered questions to the various reasons for educational

achievement gaps, yet CRP and CT pedagogies only begin to touch the surface of

complex variables related to overall family well-being.

Educators are slowly discovering a critical need to dig deeper, to examine the

emotional connections behind the beliefs, values, and attitudes of self and others; to first

examine our own family roots (the most difficult work of all), and actively listen to the

stories of others with care, empathy, and self-compassion.

Limitation of the Study

Limitations of this study are viewed through a few different standpoints. The

obvious limitations include a few specific challenges: First, the analysis process works

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from a detailed to general (inductive) approach meaning checks cannot be built into the

analysis to ensure proper flow, in addition essence statements can only reflect a particular

or specific context and/or situation (time and place) of the participants’ experience.

Second, the process of epoche is difficult to achieve while sustaining a pure state

of being consciously present. That is setting aside all biases, assumptions, observations,

and reactions to focus solely on the participants’ experiences (Moustakas, 1994).

Finally, it is not clear how this approach integrates reflections on historical,

cultural, and social contexts, interpreted from texts [artifacts] as described by those

embracing hermeneutical phenomenology. Contrary to Moustakas (1994) lack of details

relating to interpretation of texts, still other researchers have included artifacts in their

data collection procedures and systematic analysis (Reimen, 1986). Ethical

considerations are addressed within the interview protocol (Appendix I).

In contrast, these limitations are viewed as opportunities for continued research.

While a snapshot in time makes it difficult to fully access implied observations as being

accurate, at the same time snap shots offer important and insightful clues to what needs

further examination. It is difficult to accurately surmise the educational pathway for each

family and/or family member. Still, based on family beliefs, values, and attitudes it can

be generally predicted with probability (based on internal and external influences, related data, and societal context) the most likely educational pathway a family is likely to access. There is an emergent need for additional interviews, surveys, observations, and artifact collection over time for generalized evidence.

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Finally, the limitation or perceived limitation of autoethnography, as a qualitative research method may be viewed as lacking, in comparison to quantitative methods, the traditional notions of objectivity, reason, and truth (Denzin & Lincoln, 1994). My attempt to balance my purpose with my interests while responding to the assessment of others is a continuous and specific challenge that needed time to evolve throughout this analysis.

There is little guidance about ethics in autoethnography. Despite the direct IRB proposal approval there is a significant amount of tension between the perception of an academic project and telling a story. For instance, protecting the privacy of others in autoethnographic stories is difficult due to the fact the researchers’ identity is already disclosed. Meaning the identities of others may become transparent to a broader and/or sometimes smaller audience. The perfect protection of privacy is not always possible therefore efforts have been exercised to model the ethical code of research (Chang, 208;

2016).

Implications for Practice and Policy

‘‘When we stand back and look at all the ways individuals fail to reach

their full potential in our culture, trauma stands out as the most significant

common factor across setting”

(Ziegler, 2016, p. 22).

As adults, we often assume we have reached a pinnacle of social-emotional development – yet, I question, how is it possible to understand and respond to a child’s behavior and development if our own psychosocial development is underdevelopment or suppressed? Also, if we struggle with feelings and emotions of suppressed trauma, how

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then is it possible to teach and/or support a child or adult about their own feelings, emotions, and self-regulation if we refuse to feel and experience them ourselves first?

Educators who are currently examining the social, emotional, and academic needs of families, viewed from the lens of historically marginalized cultures, present a pressing concern. As increasing numbers of young learners live in low economically status communities; racial, ethnic, and class inequities in education and overall well-being compromise the life quality of underrepresented cultures and marginalized families. The community suffers while safety and productivity are threatened. Growing numbers of

educational, social, religious institutions should be concerned.

It is assumed, pivotal to addressing the underlying biases through cultural

competency assessments required of adult educators, we must first examine, identify, and develop social and emotional competencies that support the invisible biases that compounds inequity and/or prevents the self-awareness necessary for growth and positive change. Research suggests brief SEL interventions, for learners of all ages, can distill the effects of stereotyping, assumptions, and misconceptions. In addition, systemic efforts to

include issues of race, class, and culture into explicit curriculum have an impact in

advancing the notions of global and justice-oriented citizenship. Cultural awareness

aiding in the understanding of color, power, and human blindness is assumed for broad

ethnically diverse learners, yet studies also suggest White educators have less interaction

with low-income learners and learners of color, than with White learners from resourced

backgrounds (Allen, 2019; CASEL, 2018; Jagers et al., 2018; Jennings et al., 2017;

Yeager et al., 2018).

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Policy that is not informed by the populations it serves or is most affected is

policy that will most likely fail—policy will not change a person’s beliefs; a learner must

shift their thinking to change. Decision-makers are faced with a persistent problem

involving assessing and capturing data that can accurately assert the cultural integrity of

underrepresented cultures and marginalized families. The question is, how do we measure bias and equivalence? In other words, is there a maximum level of tolerable bias

and how do we gauge equivalence in terms of policy considerations? Equity-elaborated

competencies, promotion, and implications are in and of themselves emotionally divisive

and far reaching topics of concern. For instance, how often do we question how and why

educational decisions are made and why is policy often shaped without the input or

perspective of needs from the populations most affected?

Both practice and policy are ‘power over’ models, even with the most altruistic

intentions, social and economic structures systematically disregard some groups and

provide opportunity for others—the essence is prevalent of systemic trauma, it is both

political, and harmful. Consequently, it is necessary to understand the internal and

external work of becoming conscious of social systems in order to implement trauma-

sensitive environments (Treleaven, 2018).

Moreover, policy decisions implementing SEL programing and assessment work

in Colorado emphasizes interdisciplinary connections and holistic, healthy development.

Standards in comprehensive health, physical education, and Prevention and Risk

Management Standards (PRM) work in unison to implement SEL objectives; to develop

SE skill sets and; to support competencies that reduce behavior problems such as

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substance abuse (alcohol, drugs), violence, and bullying (CASEL, 2018; Jagers et al.,

2018). The work is continuous and requires a better understanding of long-term

implications regarding the neglect of SEL program integration.

The suggested path to reducing negative impacts of internalized, interpersonal,

and institutional oppression within mainstream cultures, such as schools, are 1)

communal values and 2) positive ethnic-racial identity—two key components

recommended for the development of self-awareness. The authors suggest, “…all

youth...”, however I would include all educators, families, and community members

“...should be cognizant of the cultural features and power dynamics of interactions and

contexts that include peers, [colleagues], and adults from diverse ethnic/racial and

economic backgrounds” (CASEL, 2018, p, 10; Jager et. al., 2018).

Policy development and implementation raise the issue and need for basic and

applied research to justify decisions based on bias (construct, method, or item) and

equivalence (structure, measurement, and scale). Level of bias and gauged equivalence

are normally aligned with international and cross-cultural research. Accordingly, SEL standards are deserving of and should warrant universal SEL policy implementation and assessment criteria. Currently there is a limited understanding of how equity-elaborated

social-emotional competencies are related to each other among various segments (e.g.

SES, race, ethnicity, rural, grade level), inevitably this adds to the under realization of standards (Jager et al., 2018).

Two thoughts sum up the relationship between practice and policy: 1) adult social and emotional competencies (SEC) warrant significant attention in development and

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assessment efforts and; 2) the growing research recognizing the critical role of educators’ social-emotional development as pivotal to the growth and development of learner social and emotional competencies is significant for the fact that there are very few educator

SEC assessments currently in place (CASEL, 2018; Jager et al., 2018).

It is recommended that equity-elaborated social-emotional competencies be fully integrated, into SEL programming rather than as suggested or recommended ‘add-on’ elements—perceptions of racial, class, and cultural equity should/can be seamless and fully aligned with mainstream program components. Moreover, there is an urgent need to learn more and support the collective knowledge surrounding the social and emotional learning and development within and between families, community, and schools. Lessons learned through storytelling, interviews, surveys, field research, and environmental or climate reports should be considered accurate, and relevant initial evidence necessary to, inform, implement, and encourage critical attention to both SEL practice and policy.

Further Research

Belief in the American dream, defined as the national ethos of rights, liberty, and economic opportunity is supported by all three families. Research data reveales families share a common belief that education is the path to the benefits offered by the American dream. In this context the American dream is supported by the concept of meritocracy, this is the common ground that binds these families to their schools and community.

In context meritocracy is understood as the concept of a society where the gifted, intelligent, and energentic within a community are searched out, identified, supported, and then based on merit will be helped to achieve their earned position or direction on a

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path toward class mobility and democratic fairness (Chetty et al., 2018). This shared

belief is reflected and affirmed throughout the most common system of meritocratic

screening: the educational system.

However, partically due to a lack of global standards, fair access, affordability, and cultural norms a sort of cultural mismatch occurs—and the traditional educational

pipeline remains an imperfect system to attain this goal. Educators debate and argue

about whether this system is broken, can be fixed, or is becoming obsolete. What we rarely talk about is who this system is really for, why we have different versions of it, and why it remains one of America’s most enduring myths.

Moreover, this imperfect system of merit and possible reflection of its value is significant evidence for social-emotional development and training; there is a need for further research at a micro level relating to the phonemenom of educational systems as direct barriers for most underrepresented cultures and marginalized populations. Perhaps research outsite this system will disclose opportunities or clues to the understanding of, dispite all the efforts of educators, why there is still a substantial educational

achievememtn gap?

While problems of educational access, affordability, and compleation rates may

seem to be systemic and elusive enough for most of us to understand. However

individuals educators and family members are capabile of looking beyond the classroom.

They are capable of identifying a host of invisable and elusive factors relating to self and others that influence 1) the continued trending of low academic success of underrepresented cultures and marginalized populations; 2) social and economic

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disparities in rural areas; 3) concerns of social/emotional trauma within diverse

populations; 4) lack of quality educational access, including resources and support

services and; 5) life quality related to a sense of family and community well-being

(Benson, 2012; Cole & Griffin, 1987; McCall, 2005; Misztal, 2011; Rothman, 2017;

Rury, 2005; Steinhauer, 2015; Suzuki & Valencia, 1997).

Conclusion

“...the public and private worlds are inseparably connected...the tyrannies

and servilities of one are the tyrannies and servilities of the other.”

–Virginia Woolf, (1938)

Our inner world is inevitably connected to the outer world. Recognizing the commonality of affliction through the interactions of story sharing makes it possible to transcend the trending gaps that separates private spheres of underrepresented cultures

and marginalized families from the public spheres of discrimination, politics, and the

dream of social, emotional, and economic well-being—the American dream (Herman,

1997, 2015, p. 32; Laska et al., 2014).

Fixed beliefs, patterns of strengths and/or limitations, and sociocultural barriers

combined with a mix of social-emotional skills and traits strongly influenced each

family’s perception of school success. Understanding the significance of family milieu as

a marker for school success is an important place to begin the examination of the notion

or idea of the American dream as a barrier for underrepresented cultures and

marginalized families.

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Family data reveals intersecting family beliefs that involve and influence the

development of individual belief-systems, in turn these individual intersections of

conflicting (positive and/or negative) beliefs determine how an individual’s behavior is

developed across a spectrum of feelings and emotions including, notions of courage, fear,

judgment, and silence, identified as overt/covert habits that manifest throughout a

lifetime. Generational family values, beliefs, and attitudes influence and model how we

think, shape, feel, and practice intrapersonal (self-talk) and interpersonal (verbal or non-

verbal visible exchanges of messages) interactions (Gibson, 2015; Vocate, 1991, 1994).

Accordingly, fixed (non-changing notions/ideas even with conflicting evidence of

said notions/ideas most often based on false or incomplete information) and fluid beliefs

(capacity to change said notions/ideas with effort) influence and impact how we recognize and control our emotions. Self-regulation of emotions is learned and reflected upon within each family belief-system; and strong emotions can often be triggered into reactive states and behaviors prior to the skills of self-recognition, objective

identification, and compassionate understanding (Felitti, 1998; Gibson, 2015; Levine,

2007; Miller, 1997, 2001; 2002; 2006; Nakazaqwa, 2018).

Family members and educators, defined as learners slowly engrain the family

curriculum into their developing personal system of beliefs, often without the intended

outcomes. Essentially, family beliefs become ‘facts’ without margins for contradiction.

The manner of implementation or transfer of value (the space between stimulus and

response) manifests itself and is representative within many cognitive shapes/ideas,

invisible forms, and degrees of interaction. The family curriculum can be explicit, hidden,

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and/or completely absent from view and understanding. Ultimately, family beliefs effect

overall perceptions of success, well-being, and quality of relationships—initial perceptions are firmly rooted in family and developing belief systems. Consequently, beliefs will remain fixed or they adopt a fluid form or mindset through the continued influence of interactions and new experiences.

There is a critical need to examine our core beliefs, values, attitudes, and social environments, there is a compassionate need for personal acceptance of self and others– story sharing can be this great equalizer, if not for the clarification of the American dream

then, at least for the development of fully actualized human beings as learners reflected

through the lived experiences of self and others.

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APPENDICES

Appendix A:

SUPPORT LETTERS

School District Support Letter-Morgan County School District Re-3

400

401

Community Partner Letter of Intent and Agreement

From: Justine Lopez Sent: Monday, September 25, 2017 9:40 AM To: '[email protected]' Cc: [email protected] Subject: Sunday Coffee | Research-Community Partner Discussion...

Hi Louise!

It was nice seeing you again over coffee. It was exciting to learn more about your work and share research with you—I definitely see mutual interests, shared opportunities, and overlapping resources.

As mentioned, I would be honored to have you as a community partner per my dissertation research study. What this means is I/we will have the opportunity to share current/discovered data that will mutually enhance and benefit any shared areas of interest; it will also provide data, resources, and possible connections /opportunities for future trainings, articles, etc….

Next steps…within the week I will outline a community partner agreement (this is necessary for my DU/IRB proposal packet). You can review this and then let me know if we are on the same page, etc…if you will be at Steam next week, our group plans on meeting for coffee every Sunday morning for the next several weeks….we will then have the opportunity to discuss this in person and/or if you prefer a separate meeting just let me know.

I have also attached several resources (re: equity traps, cultural competencies, etc.—I will share more later), and link (http://www.cde.state.co.us/gt/grantsprojects), for more information about our Right4Rural (R4R) grant project—this project is the catalyst for my dissertation research regarding the ‘lived experience’ of families’ (i.e. voice) regarding strategic decision making with their school leadership.

Let me know if you have any questions and/or if you would like to discuss any of this prior to next Sunday morning. Best, Justine

FYI…..upcoming conference you may be interested in attending: http://aatchome.org/conference/annual- conference/

Attachments: (9) Justine López, MA 1040 Madison Street | Suite B | Denver, CO 80206-3436 Phone: 720.339.4873 | email: [email protected] Skype: jj.lopez4 | www.BrandingAlaCarte.com

"No problem can be solved from the same level of consciousness that created it." -- Albert Einstein

402

403

404

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Appendix B:

Research Question and Sub-Questions

The central research question for this study is:

How do underrepresented cultures and marginalized families in rural

communities perceive success across educational pipelines? (related to: collaborate,

connect, cooperate, relate, engage) What are the intersections that inform perception relating to the student success in school?

Sub-research questions include:

1. How do family values, beliefs, and attitudes (family perceptions) inform

student success in school? (related to: cultural competency, beliefs, values,

and attitudes) Why do families want their child/ren to go to school? #4

What specific interactions with educators inform family perceptions of

student success in school? (related to: distributed leadership, relationship,

authority)

2. How do the families’ understanding of school values, beliefs, and attitudes

inform family perceptions of student success in schools? (related to:

organizational culture, structure, process) How do educators present,

deliver and/or demonstrate their cultural competency? #3 What messages

do families receive from educators relating to success in school? (related

to: power, relationship, authority, cultural competency)

a. (Appendix B; Appendix C).

406

Appendix C:

Interview Questions and Sub-Questions

1. Please share a story about your family and your background.

2. Describe your first meeting with people from your child/ren’s school.

3. What goals do you have for your child/ren?

4. What ways are the goals you have for your child/ren in school supported?

5. Describe your child/ren’s strengths.

6. What would help make you feel more comfortable or included regarding

educational decisions (or community activities) at your child/ren’s school?

7. Is there anything else you would like to share?

Data Quality

Position of Interviewee(s) in Family Age/Gender Role of Interviewee(s) in Family (level of education; first language) (decision-maker; translator; provider)

community. competency, beliefs, values, and families in rural  Would you describe a few attitudes) communities positive and negative perceive success aspects about living in a Why do families want their child/ren to across educational rural community? go to school? pipelines?  Please provide (or think about) a picture, story, or What specific interactions with educators other artifact that inform family perceptions of student represents your family success in school? culture (5d). 2) Describe your first meeting with people from your child/ren’s school.  How did you feel during this interaction?  In what ways do you feel your relationship between you and your school is effective?  Please share a challenge or barrier you face daily. 3) What goals do you have for your child/ren?  What is a typical concern you have about your child’s work (progress) in school? Evaluation (Effect of Collect general Process) information about the families experience with relationships, advocacy, and/or assumptions (Thompson, 2017; Renzulli, 1978; Valdes, 2003) 4) What ways are the goals you Sub-RQs: RQ: How do have for your child/ren in 2) How do the families’ understanding of underrepresented school supported? school values, beliefs, and attitudes cultures and  How do your children feel inform family perceptions of student marginalized about their school? success in schools? (organizational families in rural  Describe how your culture, structure, process) communities children engage/interact perceive success with their teachers? How do school personnel present, deliver across educational  How do you and your and/or demonstrate their cultural pipelines? family engage/interact competency? with your school/community? What messages do families receive from educators relating to success in school? 5) Describe your child/ren’s strengths.  With whom do you make 408

decisions regarding your child’s goals and/or progress? Can you describe the process?  In what ways are your child/ren’s strengths and needs supported at school? Design (PPP/Continuous Collect general Improvement) information about the families experience with structure, process, and/or meaning (Thompson, 2017; Lockwood, 2003) 6) What would help make you Sub-RQs: RQ: How do feel more comfortable or 1) How do family values, beliefs, and underrepresented included regarding activities attitudes (family perceptions) inform cultures and or educational decisions at student success in school? (cultural marginalized your child/ren’s school? competency, beliefs, values, and families in rural  In what ways are you attitudes) communities comfortable advocating perceive success for your child? ) Why do families want their child/ren to across educational  Please provide a picture, go to school? pipelines? story, or other artifact that ) represents your family What specific interactions with educators culture? Explain the inform family perceptions of student meaning of this artifact. success in school?

) 2) How do the families’ understanding of school values, beliefs, and attitudes inform family perceptions of student success in schools? (organizational culture, structure, process)

) How do school personnel present, deliver and/or demonstrate their cultural competency?

What messages do families receive from educators relating to success in school?

Closing (Follow-up) 7) Is there anything else you would like to share?

Table 2: Interview Question Framework (Adapted); (Thompson et, al., 2017; Fowler,

1995) (Appendix C)

409

Appendix D:

Formal Invitation to Participate

University of Denver, Family Invitation to Participation in Study

DU IRB Approval Date: October 15, 2018 Project Title: Student Success in School in Rural Communities: Examining Underrepresented Cultures and Marginalized Families’ Perceptions of Success Across Educational Pipelines Principal Investigator: J. Justine López, 720.339.4873, [email protected]; University of Denver Advisor: Dr. Paul Michalec, 303-871-7952, [email protected] DU IRB Protocol #: 1306234-1

Subject: Invitation/Conformation to participate in a research study

Dear [Participant NAME]

Thank you for participating in this research study about family beliefs of success in school in rural communities.

When we talked in-person you have shared the following:

1) I/we have at least one child attending a Morgan County School District-R3, elementary school (Columbine, Green Acres, or Pioneer).

2) I/we identify as [Hispanic, African American, Multiracial, Native American, Asian, or Pacific Islander].

3) I/we have contact with school employees at least [1-3x weekly or 1-3x monthly on average].

4) I/we are willing to share a family artifact that can be photographed during the interview (i.e. photo, art work, crafts, letters, etc.).

This match-up allow us to go to our next step.

We will meet again on: [month/day/time/location] to:

[1. Review your participation, explain the details of this study, and answer any questions you may have about your participation (pre-meeting); OR we will meet to: 2. Review your participation, further explain the details of this study, answer any questions and you may have, and conduct the interview and artifact collection during this time].

After our [pre-meeting or interview] I will contact with you again via [phone/email/text] to schedule/confirm a meeting to: [1. conduct the interview and artifact collection; OR to 2. schedule/confirm a meeting to review your family’s interview transcript for accuracy]. At this time I will also answer any other questions or concerns you may have during this step of the process.

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Below is a brief list of what you and your family should expect during this volunteer process:

There will be a least 5 meetings between us during the next 4 to 6 weeks.

1) The first one was our introduction to each other. 2) The next meeting or meetings will happen shortly after our introduction to discuss the study and to answer any questions you may have about the interview process. 3) The third meeting will be another talk about the study; we will also review the consent form and interview process. 4) Our forth meeting will be our 45-minute family interview and artifact collection to include 2-3 members of your household Children under 18 years of age will not be interviewed. 5) Finally, we will have a final meeting to talk about your interview and to answer any questions you may have at that time.

Your participation is this study is voluntary and there is no cost to you or your family. Following our interview, you will receive a $50 gift card for a local coffee shop, grocery store, or restaurant.

I have taken steps to reduce the risks of this study. If you feel uncomfortable, at any time during this study, you have the right to quit the study. You may change your mind and stop at any time. If you decide to quit early, the information you gave me will be destroyed.

If you have any questions about this study feel free to contact me, my community partner, or advisor at any time

I look forward to our time together!

Researcher: J. Justine López 1040 Madison Street Denver, CO 80206 720.339.4873 [email protected] [email protected]

Community Partner: Louise El Yaafouri (Kreuzer) Chief ELA & Refugee/Immigrant Consultant 2469 Bryant Street Denver, CO 802111 303.956.5609 [email protected] https://www.refugeeclassroom.com/

University of Denver Advisor: Dr. Paul Michalec 411

303-871-7952 [email protected]

You may also contact the DU Human Research Protections Program by emailing [email protected] or calling (303) 871-2121 to speak to someone other than the researcher, community partner, or DU advisor. https://www.webpagefx.com/tools/read-able/

Test Results: Flesch Kincaid Grade Level 9.9

Your text has an average grade level of about 10. It should be easily understood by 15 to 16 year olds.

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Appendix E:

Informational and Recruitment Flyers

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Appendix F:

Informed Consent

University of Denver, Consent Form for Participation in Research

You are being asked to be in a research study about family beliefs of success in school in rural communities.

This form provides you with information about the study. I will describe this study to you and answer your questions. Please read the information below and ask questions about anything you don’t understand before deciding if you would or would not like to take part in study.

Invitation/Confirmation to participate in a research study

5) I/we have at least one child attending a Morgan County School District-R3, elementary school (Columbine, Green Acres, or Pioneer).

6) I/we identify as [Hispanic, African American, Multiracial, Native American, Asian, or Pacific Islander].

7) I/we have contact with school employees at least [1-3x weekly or 1-3x monthly on average].

8) I/we are willing to share a family artifact that can be photographed during the interview (i.e. photo, art work, crafts, letters, etc.).

Description of involvement

There will be a least 5 meetings between us during the next 4 to 6 weeks.

6) The first one was our introduction to each other.

7) The next meeting or meetings will happen shortly after our introduction to discuss the study and to answer any questions you may have about the interview process.

8) The third meeting will be another talk about the study; we will also review the consent form and interview process.

9) Our forth meeting will be our 45-minute family interview and artifact collection to include 2-3 members of your household or extended family that may include: 415

mother, fathers, (including same-sex partners), parents, brothers, sisters, sons, daughters, grandparents, aunts, uncles, cousins, nephews, nieces, friends, and/or in-laws by marriage. Children under 18 years of age will not be interviewed.

10) Finally, we will have a final meeting to talk about your interview and to answer any questions you may have at that time.

Possible risks and discomforts This study may include risks that are unknown at this time. Should you feel discomfort we will take a break and you will be asked if you would like to continue with the interview or ask questions. If you feel uncomfortable, at any time during this study, you have the right to quit the study. You may choose to answer some or all of the questions in the interview. You may change your mind and stop at any time. If you decide to quit early, the information you gave me will be destroyed. Information about the study will also be available to you are your family at all times.

Possible benefits of the study The possible benefits of this study may help provide your school, other families, and your community with an increased awareness and understanding of perceptions relating to student success in school in rural communities.

Study compensation Your participation is this study is voluntary and there is no cost to you or your family. Following our interview, you will receive a $50 gift card for a local coffee shop, grocery store, or restaurant.

Confidentiality, Storage and future use of information To keep your information safe, I ensure that your name will not be attached to any files; a pseudonym will be used and the information you provide will be stored on a password-protected server.

Who will see my research information? Although we will do everything we can to keep your records completely secure, confidentiality cannot be guaranteed. Both the records that identify you and the consent form signed by you may be looked at by: 1. Federal agencies that monitor human subject research; 2. Human Subject Research Committee. Unless you give specific permission, all records will remain secured as stated with all available safeguards in place. If information is shared regarding the physical harm of others, this information may be reported to the appropriate entity for their safety.

Mandated Reporting of Child Abuse, Neglect or Threatened Violence Any information about child abuse or neglect will have to be reported to the Colorado Department of Children and Family Services or other agency. In the event a court order is served, the researcher may be required to release your information.

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Agreement to be in this study I have read this paper about the study or it was read to me. I understand the possible risks and benefits of this study. I know that being in this study is voluntary. I choose to be in this study and will receive a copy of this consent form.

Please [initial] on the appropriate lines:

_____ Information from this research may be used for future research.

_____ I would like a summary of the results of this study.

_____ I agree to be audiotaped for research purposes.

_____ I agree artifacts may be used (photographed) for research purposes.

_____ I agree photographs may be used for research purposes.

If you agree to participate in this research study, please sign below. You will be given a copy of this form for your records.

Signature (1): ______

Print Name: ______Date:______

Signature (2): ______

Print Name: ______Date:______

Signature (3): ______

Print Name: ______Date:______

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Contact Information If you have any questions about this project or your participation, please feel free to ask questions now or contact J. Justine López at 720.339.4873 or [email protected] at any time. You may also contact my advisor, Dr. Paul Michalec at 303-871-7952 or [email protected].

If you have any questions or concerns about your research participation or rights as a participant, you may contact the DU Human Research Protections Program by emailing [email protected] or calling (303) 871-2121 to speak to someone other than the researcher. https://www.webpagefx.com/tools/read-able/

Test Results: Flesch Kincaid Grade Level 9.9

Your text has an average grade level of about 10. It should be easily understood by 15 to 16 year olds.

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Appendix G:

Post Interview and Follow-Up Letter

University of Denver, Post Interview and Follow-Up Letter

Dear [Participant NAME]

It was a nice to be with you and your family. [personal reference].

Thank you for your interest and giving your time to be interviewed for this study.

I will contact you a few days prior to the follow-up meeting we set on: [month/day/time/location].

During this upcoming meeting we will review your family’s interview for accuracy and I will also answer any other questions you may have at that point.

Again, if you have any questions about this project before we meet, please contact me, my community partner, or advisor at any time.

Best, Justine

Researcher: J. Justine López 1040 Madison Street Denver, CO 80206 720.339.4873 [email protected] [email protected]

Community Partner: Louise El Yaafouri (Kreuzer) Chief ELA & Refugee/Immigrant Consultant 2469 Bryant Street Denver, CO 802111 303.956.5609 [email protected] https://www.refugeeclassroom.com/

University of Denver Advisor: Dr. Paul Michalec 303-871-7952 [email protected]

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Test Results: Flesch Kincaid Grade Level 9

Your text has an average grade level of about 9. It should be easily understood by 14 to 15 year olds.

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Appendix H: Inclusion Criteria and Parameters

RECRUITING and SELECTION PROCESS: Recruitment flyers (Recruitment Flyers- Appendix E) will be posted and distributed in public areas i.e. local public library, community center bulletin boards, community bulletin boards, and public community events. Participant contact information will be obtained (asked for) by the researcher during a face-to-face connection, contact information may also be obtained through a community member referral, and/or contact information may be obtained from an email inquiry by an interested participant or community member.

During initial face-to-face, telephone, and/or email contact with interested participants they will be asked if they self-identify with the information printed on the recruitment flyers (Recruitment Flyers-Appendix E).

Each criteria point will be asked and discussed as a preliminary screening protocol. Interested participants will be asked to self-identify via face-to-face contact, telephone, or email by the researcher using the inclusion criteria and parameters check list and recruitment flyer (Inclusion Criteria and Parameters-Appendix H; Recruitment Flyers- Appendix E) as a family who:

Family Family Family Alternate Alternate Inclusion Criteria (4 of 4) 1 2 3 1 2 1. Currently have child/ren attending Morgan County School District-R3 (Columbine, Green Acres, or Pioneer) 2. Self-identify as Hispanic, African American, Multiracial, Native American, Asian 3. Consistent interaction with school personnel (Ranging 1-3x/wk or 1-3x/m on average) 4. Share a family artifact that can be photographed during the interview (i.e. photo, art work, crafts, letters, etc. that represents your feelings about school success.

Parameters (2 of 6) 1. Qualify for Free or Reduced Lunch Program 2. Newcomer Status 3. Self-identify as an English language learner 4. Extended family members living in household 5. Extensive community involvement 6. Child/ren in middle/high school and/or college/career Table 5: Inclusion Criteria and Parameters (Appendix H)

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Appendix I:

Interview Guide and Protocol

University of Denver, Interview Guide and Protocol – Family Members

Research Question: How do underrepresented cultures and marginalized families in rural communities perceive success across educational pipelines?

Introductory Protocol: To help ensure accurate note taking, I (the researcher) would like to audio record our interview. I am the only one who will have complete access to information from our discussion today, including the audio recording, artifact collection, and notes I may be taking. Data will only be accessible in the aggregate after transcription, meaning there will be no identifiable information attached to the interviews. Additionally, all audio recordings, images, and identifiable notes will be secured during the study and destroyed at the end of the study.

These safeguards are in place for your protection and ensure minimal risk to you and your family.

The Informed Consent Form is necessary to meet requirements for human subject research. This form explains that:

1) All information shared during our conversation will be kept confidential; 2) Your participation is completely voluntary, and you may stop at any time if you feel uncomfortable; and 3) I intend no harm through this study. 4) I have provided a copy of the Recruitment Flyer (Recruitment Flyers-Appendix E) that provides study information, lists safeguards and addresses your rights as a volunteer participant.

I have planned for this interview to take no longer than 45 minutes. During this time, I have several questions that I would like to ask you. In order to respect your time commitment, should we run short on time, I may need to interrupt you in order to complete all questions.

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Research Introduction: The purpose of this study is to examine how underrepresented cultures and marginalized families’ in rural communities perceive success across educational pipelines.

Three 45-minute semi-structured interviews will be conducted with 3 separate, culturally, and economically diverse families within the Morgan County School District, RE-3 (MCSD) (Support Letters-Appendix A), in the state of Colorado. Artifacts will be collected during each interview in alignment with each family’s feelings and/or representation of their perception(s) of student success.

You have been selected to talk with me today because of your family connection with the Morgan County School District, RE-3, (MCSD) (Support Letters-Appendix A). You have at least one child/ren attending Columbine, Green Acres, or Pioneer Elementary School. You self-identify as [Hispanic, African American, Multiracial, Native American, Asian, Pacific Islander]; you have consistent interaction with school personnel at least 1-3 times a week or month on average and; you are willing to share a family artifact that can be photographed during the interview (i.e. photo, art work, crafts, letters, etc. that represents your feelings about school success.

Informed Consent Action: Provide the Informed Consent Form to the participant and ask the participant to read the form. After the participant has read the form, ask the participant if he/she has any questions about his/her consent, the research, or the process. Answer any questions the participant may have and ask the participant if he/she is willing to participate in the study and is ready to sign the Informed Consent Form. Provide a copy of the form for his/her records.

This research project looks at how underrepresented cultures and marginalized families in rural communities perceive success across educational pipeline. Specific attention will be focused on your perceptions of success in school.

This study is focused on helping schools and families understand persistent problems of practice and provide information for continued improvement.

1. Please share a story about your family and your background.

2. Describe your first meeting with people from your child/ren’s school.

3. What goals do you have for your child/ren?

4. What ways are the goals you have for your child/ren in school supported?

5. Describe your child/ren’s strengths.

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6. What would help make you feel more comfortable or included regarding

educational decisions (or community activities) at your child/ren’s school?

7. Is there anything else you would like to share?

Data Quality

Position of Interviewee(s) in Family Age/Gender Role of Interviewee(s) in Family (level of education; first language) (decision-maker; translator; provider)

Interview Questions Column 1 Column 2 Column 3 Column 4 Information Gathering Rationale for Evidence of Reflection / Question | observed leadership Relation to Model Reference to traits or competency. of Well-being Literature How does it look within this family setting? Social and Family History (Values, Collect general Beliefs, and Attitudes) information about the social and emotional history of the family (Thompson, 2017; Hoerner, 2001) 1) Please share a story about your Sub-RQs: RQ: How do family and your background. ) 1) How do family values, beliefs, and underrepresented  Describe a normal day in attitudes (family perceptions) inform cultures and your school, work, or student success in school? (cultural marginalized community. competency, beliefs, values, and families in rural  Would you describe a few attitudes) communities positive and negative perceive success aspects about living in a ) Why do families want their child/ren to across educational rural community? go to school? pipelines?  Please provide (or think ) about) a picture, story, or What specific interactions with educators other artifact that inform family perceptions of student represents your family success in school? culture (5d). 2) Describe your first meeting with people from your child/ren’s school.  How did you feel during 424

this interaction?  In what ways do you feel your relationship between you and your school is effective?  Please share a challenge or barrier you face daily. 3) What goals do you have for your child/ren?  What is a typical concern you have about your child’s work (progress) in school? Evaluation (Effect of Process) Collect general information about the families experience with relationships, advocacy, and/or assumptions (Thompson, 2017; Renzulli, 1978; Valdes, 2003) 4) What ways are the goals you Sub-RQs: RQ: How do have for your child/ren in 2) How do the families’ understanding of underrepresented school supported? school values, beliefs, and attitudes cultures and  How do your children feel inform family perceptions of student marginalized about their school? success in schools? (organizational families in rural  Describe how your culture, structure, process) communities children engage/interact perceive success with their teachers? How do school personnel present, deliver across educational  How do you and your and/or demonstrate their cultural pipelines? family engage/interact competency? with your school/community? What messages do families receive from educators relating to success in school? 5) Describe your child/ren’s strengths.  With whom do you make decisions regarding your child’s goals and/or progress? Can you describe the process?  In what ways are your child/ren’s strengths and needs supported at school? Design (PPP/Continuous Improvement) Collect general information about the families experience with structure, process, and/or meaning 425

(Thompson, 2017; Lockwood, 2003) 6) What would help make you Sub-RQs: RQ: How do feel more comfortable or ) 1) How do family values, beliefs, and underrepresented included regarding activities attitudes (family perceptions) inform cultures and or educational decisions at student success in school? (cultural marginalized your child/ren’s school? competency, beliefs, values, and families in rural  In what ways are you attitudes) communities comfortable advocating perceive success for your child? ) Why do families want their child/ren to across educational  Please provide a picture, go to school? pipelines? story, or other artifact that ) represents your family What specific interactions with educators culture? Explain the inform family perceptions of student meaning of this artifact. success in school?

) 2) How do the families’ understanding of school values, beliefs, and attitudes inform family perceptions of student success in schools? (organizational culture, structure, process)

) How do school personnel present, deliver and/or demonstrate their cultural competency?

What messages do families receive from educators relating to success in school?

Closing (Follow-up) 7) Is there anything else you would like to share?

Table 2: Interview Question Framework (Adapted); (Thompson, et, al., 2017; Fowler, 1995) (Appendix C)

Participant Ref. Code: ______Today’s Date: ______

Interview Number: ______Interview Date: ______

1. Patterns and themes that emerge during the interview. 2. Information that relates to the research question(s). 3. Salient stories related to research question(s).

Question #: Detailed Information:

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Appendix J:

Research Timeline

University of Denver, Research Timeline

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Appendix K:

Data Collection Table

University of Denver, Data Collection Table

Qualitative data collection & analysis Corroborate or Contradict | ESSENCE OF PARTICIPANTS’ Creation of EXPERIENCE Meaning Artifact collection & analysis Table 8: Data Table (Appendix J)

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Appendix L:

Educational Pipeline

39 39 39 40 37 36 35 35‐o 35 35

30 27 24 25 21 20 18

Age 17 16‐o 16 14 14 14 15 12 12 10 10 8 8

4 5

0 0246810121416 Educational Pipeline (Grade Level)

Table 6: Educational Pipeline | Three culturally and economically diverse families across the educational pipeline (Family 1 ; Family 2 ; Family 3 ; Dropout; GED;

College; College Degree, o-online) (Appendix L)

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Appendix M:

Volunteer Family Participants

Data Quality – FAMILY 1

Position of Interviewee(s) in Family Age/Gender Role of Interviewee(s) in Family (first language: English; decision-maker) (level of education; provider; translator*) Girlfriend/Mother (GF)-White F/27 Unemployed-GED-Ft. Morgan Native Son1’s (Father/Boyfriend)-White M/36 Employed- HS Drop-Out Son 2/s Father/(Uncle)-White M/39 Unemployed-HS Drop-Out Son 1 (Son1)-African-American Mother M/16 High School-Online, Baker, Pioneer Son 2 (Son2)-White M/14 Middle School GF’s Daughter-not present-Latino Father F/8 Elementary School/Columbine GF’s Son-not present-Latino Father M/4 Kindergarten

Data Quality – FAMILY 2

Data Quality – FAMILY 3

Table 4: Volunteer Family Participants (Appendix M)

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Appendix N:

Codes and Categories

University of Denver, Research Timeline

Codes and Categories

8 Catagories 47 Codes (Phase 3) 67 Codes (Phase 2) 80 Codes (Phase 1)

Table 9: Data Coding and Analysis; Emergent Categories (Appendix L)

Anger/Pain 10 3 | Self Awareness (SEL) | 39 5 32 (13) (76)

Confidence 1 2 6 Contradiction 3 Defensiveness 7 1 Intuition 3 431

Judgement 3 5 Self-depreciating (deprecation) 3 Self-Knowledge (Awareness) 2 6 Anxiety 2 Self-Esteem 2 4 Self-Doubt 2 Attitude 2 1 2 Reflective 1 Trauma 3 2

Education (Pipeline) 15 4 19 | Barriers | 165 33 (38) (54) total (70)

Barriers 8 Identification 5 Career 1 1 Relevance 1 Support (School) pos/neg 1 2 11 | Training; Policy | 1 2 13 (14) (16) Transparency 2

Belonging (fitting-in) 4 7 | Social Awareness (SEL) | 16 4 34 (11) (54)

Caregiver 5 1 3 Compassion/Empathy 5 2 2 Culture 7 Encouragement 1 6 Cultural Competency 6 Gratitude 1 1 3

Beliefs 13 6 6 | Tradition | 13 8 9 (25) (30) total (52)

Tradition 2 3 Pride (sense of) 13 1 8 | Identity (22) (22)

Talents/Skills/Interests 12 8 15 | Social-Emotional | 14 11 16 (35) (41)

GT Traits 2 2 Creativity 1 Dreams 1

Discrimination 16 | Responsible Decision-Making (SEL) | 5 3 (16) (32) 24

Authority 1 2 2 Invisible 2 1 Disengagement 1 1 Identity 2 432

Poverty (Economic) 1 1 Power 1 Racism / Oppression 1

Advocacy 10 | Relationship Skills (SEL) | 10 3 18 (10) (31)

Banter (Verbal) 6 Team Work 2 4 Support (Family) pos/neg 1 4 Bullying 4

Goals 5 5 3 | Self-Management (SEL) | 8 6 13 (13) (27)

Motivation 5 Success/Accomplishment 1 1 1 Violence (verbal/non-verbal) 2 Well-being (social-emotional) 2 Addiction 1 Abuse 1

Background 4 2 4 | 6 3 8 (10) (17)

Values 2 1 4

Control Domestic Violence Emotional pain Habits Introspection Outlier Physical pain Privilege Violence (physical/emotional) Underachievement

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Family 1 | CODE Frequency Preliminary CODES: 40-50 | currently 67 (35 used) CODE Frequency | Family 1 | (1) (2) (3)

Advocacy 10 (10) Barriers 8 (8) 434

Control Culture 7 (7) Cultural Competency 6 (6) Creativity 1 (1) Career 1 1 (2) Discrimination 16 (16) Domestic Violence Dreams 1 (1) Emotional pain Habits Identity 2 (2) Introspection Intuition 3 (3) Identification 5 (5) Motivation 5 (5) Outlier Power 1 (1) Physical pain Privilege Racism / Oppression 1 (1) Support (Family) pos/neg 1 4 (5) Self-Knowledge (Awareness) 2 6 (8) Transparency 2 (2) Tradition 2 3 (5) Team Work 2 4 (6) Violence (verbal/non-verbal) 2 (2) Violence (physical/emotional) Values 2 1 4 (7) Underachievement Well-being (social-emotional) 2 (2)

Table 10: Data Coding and Analysis; Emergent Categories (Appendix L)

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Appendix O:

Family 1-White Multi-Racial

Family 1 ‐ White Multi‐Racial

50 45 39 40 35 30 25 16 16 20 13 14 10 15 8 10 5 5 0

Family 1

Table 10: Family 1-White Multi-Racial: Top 8 Categories-Overall Essence (Appendix O)

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Appendix P:

Family 2-Latino

Family 2 ‐ Latino

50 45 40 35 30 25 20 11 15 8 55 6 10 4 33 5 0

Family 2

Table 11: Family 2-Latino: Top 8 Categories-Overall Essence (Appendix P)

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Appendix Q:

Family 3-West African Newcomer

Family 3 ‐ West African Newcomer

50 45 40 34 32 33 35 30 24 25 18 16 20 13 15 9 10 5 0

Family 3

Table 12: Family 3-West African Newcomer: Top 8 Categories-Overall Essence (Appendix Q)

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Appendix R:

Cycle of Belief-Adapted

Figure 18: Cycle of Belief (Appendix R)–Adapted: (Pirie, 2013)

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Appendix S:

Family Categories

Family Catagories

50 45 39 40 34 32 33 35 30 24 25 18 20 16 16 16 13 14 13 15 11 10 8 9 8 10 55 5 6 4 33 5 0

Family 1 Family 2 Family 3

Table 13: Family Categories (Appendix X)

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Appendix T:

Categories Collective View

Categories_Collective View

100 90 76 80 70 70 54 60 52 50 41 40 32 31 30 17 20 10 0

Catagories

Table 14: Categories Collective View (Appendix T)

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Appendix U:

Theme Matrix

Table 15: Theme Matrix (Appendix U) –Adapted: (Pirie, 2013)

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Appendix V:

Interview Question Framework

Type/Frequency Questions Definition Examples

Data Quality ‐Family Details ‐Demographic Data Family 1: pages‐ (Aligned with RQ and Family 2: pages‐ Total: (Appendix XX) Partnership Objectives) Family 3: pages‐ Explicit: Implicit:

Information Gathering ‐Please share a story about Social‐Emotional and Family 1: pages‐ your family and your Family History Family 2: pages‐ Total: background. (Values, Beliefs, and Family 3: pages‐ Explicit: Attitudes) Implicit: ‐Describe your first meeting with people from (Thompson, 2017; your child/ren’s school. Hoerner, 2001)

‐What goals do you have for your child/ren?

Evaluation ‐What ways are the goals Evaluation Family 1: pages‐ you have for your child/ren (Effect of Process) Family 2: pages‐ Total: in school supported? Family 3: pages‐ Explicit: (Thompson, 2017; Implicit: ‐Describe your child/ren’s Renzulli, 1978; strengths. Valdes, 2003)

Design ‐What would help make Design (PPP/Continuous Family 1: pages‐ you feel more comfortable Improvement) Family 2: pages‐ Total: or included regarding Family 3: pages‐ Explicit: educational decisions (or (Thompson, 2017; Implicit: community activities) at Lockwood, 2003) your child/ren’s school?

‐Is there anything else you would like to share?

Table 16: Interview Question Framework (Results) (Appendix V)

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Appendix W:

SEL Connection with Family Categories

Family Categories

50 45 39 40 32 33 34 35 30 24 25 16 16 16 18 20 13 14 13 15 9 11 10 8 8 6 10 554 5 33 5 0

Family 1 Family 2 Family 3

Family Categories (SEL)

50 45 39 40 32 33 34 35 30 24 25 16 16 16 18 20 13 14 13 9 11 10 15 8 8 6 10 554 5 33 5 0

Family 1 Family 2 Family 3

Table 17: SEL Connection with Family Categories (Appendix S; Appendix W) 444

Appendix X:

Workshop Framework

Figure 20: Workshop Framework (Appendix X)

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Appendix Y:

Traditional Framework Comparison Chart

Traditional Teaching Constructivist Approach 8-12 Week Intervention (SEL/CRISPA) Approach

Teacher-centered. Student-centered. Learner/other-centered. Curriculum begins with the Curriculum emphasizes big Curriculum is centered on parts of the whole. concepts, beginning with communication and Emphasized basic skills. the whole and expanding to language skills. Emphasizes include the parts. big concepts, beginning with the whole and expanding to include parts. Strict adherence to fixed Pursuit of student questions Pursuit of relevant learner curriculum is highly valued. and interests is valued. questions and interests is valued. Curriculum is developed around learner questions, talents, skills, and interests. Materials are primarily Materials include primary Materials include, prior textbooks and workbooks. sources and manipulative knowledge, primary sources of materials. sources, and aesthetic sources of materials. Learning is based on Learning is interactive, Learning is interactive, repetition. building on what the student aesthetic, and social- already knows. emotional, building on what the learner already knows. Teachers disseminate Teachers have a dialogue Discourse is encouraged information to students; with students, helping with leaners, facilitating students are recipients of students construct their own learners to construct their knowledge. knowledge. own knowledge. Teacher’s role is directive, Teacher’s role is interactive, Facilitator role is guiding rooted in authority. rooted in negotiation. interactive discussion rooted in Socratic questioning. Assessment is through Assessment includes student Assessments include rated testing, correct answers. works, observations, and levels of learner confidence, points of view, as well as observation, language and tests. Process is as presentation skills. important as product. Formative assessment and process is sometimes more important than product. Knowledge is seen as inert. Knowledge is seen as Knowledge is seen as dynamic, ever changing dynamic, fluid, and ever 446

with our experiences. changing with our experiences and interactions; reflection is filtered through our self- awareness and beliefs systems. Students work primarily Students work primarily in Learners work collectively, alone. groups. in groups and individually. Always coming together supporting, encouraging, teaching, and providing feedback for peers as a team or family unit. Table 18: Traditional Framework Comparison Chart (Appendix Y)

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Appendix Z:

8-12 Week Workshop Intervention Series

Week 1-Agenda | EXAMPLE Session Outline: 8-12-Week Workshop Intervention Series PRE CLASS/Session 1_ AGENDA – Lecture Concepts/ Elements, Practice: Learning Activity, Discuss, and Reflect Act I: Set up the story from the audience’s viewpoint (A to B, what’s in it for facilitator and/or learners? Setting (Where am I?) Role (Why am I here?) Point A (What challenge do I face?) Call to Action (How do I get from A→B?) Point B (Where do I want to be?) Clarifying expectations and goals‐ Safe, fun, engaging, and productive, and negotiated and/or shared cultural Challenge based on motivation purposeful environment norms. Act II: Develop the action (“1‐2‐3, show me only what I need to see”) Key Point (minutes): Explanation (minutes): Activity Detail (minutes): What did you think of the :60 profile? Round table introductions/discussion Did you learn anything new about Frame the class as a job project/event yourself? (30) Stand up Networking ‐ Why are pictures important online? How is this different to speaking to an Did you have any trouble online? ‐Introduce someone you just met in the audience? How does it feel? Discuss real world work and personal front of the class (Listening/Self) situations where public speaking is (pass out 3x5 cards to record 3 points to (15) Welcome: Who am I? (2 min) important and explain why? cover)‐‐‐ for intro. NO notes for self. Growing up‐mom/kids/business/school ‐ allow time for a 1 to 2‐minute self‐ Language What are your strengths/weaknesses? introduction limitations/perceptions/degree program Q: Your personal/work background. Q: Share something that makes you Topic: Introductions – 60 Profiles unique. (20) ‐ What did we learn about self/ Q: Why you choose to complete your other? undergrad degree? Q. What are some of your challenges?

About the class structure, expectations, and grading –

FNA‐ Ask why they are asked to Step 1: Review/share Present First “describe” a situation and “evaluate” Session Assignment topics – via the situation? roundtable Q&A

(30) ACT OUT ‐‐‐ Step 2: Introduce your peer before

impromptu summary – Topic: Course Overview/Syllabus ‐‐tell us who‐establish credibility

‐1‐3 quick highlights/points/personal First Session Assignment topics – via ‐please welcome/shake hands, etc… roundtable Q&A (20)

Step 3: Present First Night Assignment topics as impromptu summary in front of class (individual or as a group‐script)

What are 2 positives

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What is 1 weakness – What to do to improve? SCRIPT – GROUPS OF 3 Evaluate: Content, Organization, Grammar ‐‐‐ word choice.

Slide Deck‐1 – 3‐ Minute LECTURE

Public Speaking: Models of Activity – Pair/Share – Describe drawing (15) Communication on board – other interprets by drawing http://www.youtube.com/watch?v=W2 description from board. One learner Topic: Communication Process/Model – NEG7st68c 3:42 draws (facing away from the board) Reading while the other learner describes what Four Foundational Concepts is on the board ‐‐ Discuss the ‐Model of Human Communication gaps/differences, why/how would you ‐Five Principles‐Ethical Communication communicate differently? ‐The Rhetorical Situation‐analytical tool ‐What makes a speech effective? ‐Step 1: Finish Group Worksheet/Quiz Questions – Check/Compare/Discuss Answers in small group.

‐Step 2: Turn worksheets over – one student looks at the team worksheet and quizzes/discusses with learners. Select a discussion leader.

Worksheet Quiz/Questions‐Handout ‐ refer to worksheet questions throughout lecture

REFER TO: Worksheet Quiz/Questions ‐Step 1: Find a term in the textbook or and/or Handouts– as necessary. from the video – with a peer.

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‐ refer to worksheet questions and ‐Step 2: Listen and describe the concept language terms throughout the lecture. with an example ‐‐‐ be prepared to share your examples with the class.

DEBRIEF – DESCRIBE HOW STAGE FRIGHT FEELS WITH AN EXAMPLES—

‐‐‐ Mindfulness Practice

Slide Deck‐3 – 3‐ Minute LECTURE OR MUSIC and/or music video REFLECTION

‐Hearing vs. Listening ‐5 Types of Listening ‐5 Steps to Improving Listening Skills ‐4 Guidelines for Constructive Critiques

‐Step 1: Handout – REFER TO: Worksheet Quiz/Questions and/or Handouts– as necessary. ‐ refer to worksheet questions and language terms throughout the lecture.

Topic: Listening – Reading

Review VIDEO for LISTENING and HOW ‐Step 2: Turn worksheets over – one to Evaluate ‐‐‐ Critique. (20) student looks at the team worksheet

and quizzes/discusses with other learners. Select a discussion leader.

Slide Deck‐4 – 3‐ Minute LECTURE Subject vs. Topic REFER TO: Worksheet Quiz/Questions and/or Handouts– as necessary.

Topic: Topic Selection/Research Goal_1 ‐ refer to worksheet questions and – Reading ‐ SLIDE IMAGES language terms throughout the lecture. (20) FIRST STEP in determining an Practice – Group (on‐board) Mapping appropriate SPEECH GOAL ‐ Brainstorming for Topic Ideas SEE VIDEO: http://www.studygs.net/mapping/buza

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nmap.htm 5:39

Key Point (minutes): Explanation (minutes): Detail (minutes):

‐SELF Personal Narrative Evaluation‐ Personal Experience Evaluation Sheet Critique ‐

Time to collect thoughts…..3x5 cards ‐‐‐ Mindfulness Practice

Watch Videos Topic: The House On Mango Street – Save the Last Word for Me: Reading / Reflection / Discussion. Each student reads a passage they (20) found significant – save reflection after Video: others respond with their http://www.youtube.com/watch?v=nXO comments/ideas/thoughts – response 8a6HYttw#t=51 ‐‐ Inspiration 3:51 timed 1 min. Reader had 3 mins. to respond/explain‐ not including their http://www.youtube.com/watch?v=0Py reading– stop if over‐silent if under. f89VsNmg ‐‐‐ The Story 5:31 Debrief: Post‐it Note Exit – What did you like best?? What would you like to do differently?

Table 19: 8-12-Week Workshop Intervention Series (Session 1-ELL Example) (Appendix Z)

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Appendix AA:

Session Outline Justification

Minutes/Topic/Format Relevance and Outcomes or Evidence Connection to: Primary Objective: To establish a safe ‘Trauma-Sensitive Environment’ for learning, understanding, and story sharing. It is important to understand exposure to trauma impacts all subgroups and demographics and can be exacerbated within any highly active course involving sensitive topics. Educators need to be sensitive and ready to address trauma with support, kindness, respect, tools, and resources. “The identification of harm or danger requires not just the presence of threat, but merely the suggestion of it” (Rossen, 2013, p. 8; Felitti et al., 1998). Pre-Assessment/Survey SEL, CRISPA- Everyone can self-reflect and/or Self-Reflection/ Individual SENSORY- be silent: Notice personal Self-Awareness behaviors and affects from various feelings/emotions/situations, discern mindset. (30) Stand up Networking / SEL, CRISPA- Everyone has a voice: Notice Individual /Lg/Sm Group SENSORY- social behaviors, view as a learning Self-Awareness opportunity, model respect with Social-Awareness courteous tone and language. Relationship Skills (10) Welcome: Who am I? / SEL, CRISPA- Everyone can model appreciation Individual /Lg Group SENSORY- for others: Notice biases, be aware Self-Awareness of own beliefs, build a connection, Social-Awareness view as a learning opportunity, Relationship Skills willingness to create a safe space Self-Management for self and others. (15) Topic: Introductions – SEL, CRISPA- Everyone can have/share 60 Profiles (20) - What did SENSORY- reflections: Notice own culture, we learn about self/other / Self-Awareness admit mistakes/decisions, model Lg/Sm Group Social-Awareness acceptance of others, interact Relationship Skills effectively, willingness to model Self-Management self-care. (30) Topic: Course SEL, CRISPA- Everyone begins with an ‘A’ Overview/Syllabus First SENSORY- grade (top-down strategy): Notice Night Assignment topics – Self-Awareness how your body responds to (20) via roundtable Q&A / Social-Awareness expectations, willingness to agree, Sm Group commit and discuss, willingness to collaborate. (15) Topic: Communication SEL, CRISPA- Everyone has a position, need, or 452

Process/Model – SENSORY- desire: Notice the use of ‘feeling’ Reading/Writing- Self-Awareness words, recognize bias of self and Individual /Lg/Sm Group Social-Awareness others, recognize the distractions Relationship Skills and experiences of others, Self-Management willingness to help others, and Decision-Mk Skills model problem-solving strategies. (20) Topic: Overcoming SEL, CRISPA- Everyone will experience a fight, Fears & Nervousness – SENSORY- flight, or freeze response: Notice Reading/Writing- Self-Awareness how emotions impact behavior, Individual /Lg/Sm Group Social-Awareness notice how behavior impacts or is Self-Management seen by others, willingness to ‐‐‐ Mindfulness Practice model acceptance and understanding of self and others, willingness to cultivate self- regulating and calming strategies, and engage in self-care strategies. (20) Topic: Listening – SEL, CRISPA- Everyone listens/sees through a Reading/Drawing-Review SENSORY- different colored lens: Notice the VIDEO for LISTENING and Self-Awareness use of ‘descriptive’ and ‘feeling’ HOW to Evaluate-Critique. Social-Awareness words, recognize, culture and bias Individual /Lg/Sm Group (2 Relationship Skills of self and others, recognize the truth and experience of others, willingness to help others, model problem-solving strategies. (20) Topic: Topic Selection SEL, CRISPA- Everyone can/will express their and Research Goal_1 – SENSORY- own set of beliefs, values, and Reading-SLIDE- Self-Awareness attitudes: Notice how new Individual /Lg/Sm Group Social-Awareness information is processed by self and Relationship Skills others, willingness to be Self-Management openminded, willingness to Decision-Mk Skills question own beliefs, values, and attitude, willingness to model courteous and respectful language, and to consider refraining from judgement, willingness to reflect on conflicting views of self and others. (30) Topic: Impromptu_1- SEL, CRISPA- Everyone can experience a fight, Personal Experience SENSORY- flight, or freeze response: Notice Individual /Lg Group Self-Awareness how emotions impact behavior, Social-Awareness notice how behavior impacts or is Relationship Skills seen by others, willingness to Self-Management model acceptance and Decision-Mk Skills understanding of self and others, ‐‐‐ Mindfulness Practice willingness to acknowledge efforts

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with constructive feedback and encouragement, willingness to cultivate self-regulating and calming strategies, and engage in self-care strategies. (20) Topic: The House on SEL, CRISPA- Everyone makes mistakes: Notice Mango Street–Oral SENSORY- how your body responds to a Performance / Reading / Self-Awareness perceived mistake, notice how Reflection / Discussion. Social-Awareness personal behaviors are maximized Individual /Lg/Sm Group Relationship Skills or minimized, willingness to view Self-Management as a learning opportunity, Decision-Mk Skills willingness to share reflections with self and others, willingness to respect and listen to the experiences of others, willingness to consider how choices and actions affect or are view by others, willingness to acknowledge efforts with constructive feedback and encouragement, willingness to cultivate self-regulating and calming strategies, and wiliness to engage in self-care strategies. (5) Topic: Review Next SEL, CRISPA- Everyone has the capacity to self- Week Assignments | SENSORY- reflect, everyone has a voice to Questions | Observations | Self-Awareness express and share: Notice how Summary/Sharing Social-Awareness your body feels at the end of the Observations- Relationship Skills session, reflect and share the Individual /Lg/Sm Group Self-Management experience, notice your willingness Decision-Mk Skills to acknowledge the efforts of self and others with constructive feedback and encouragement, notice your willingness to cultivate self-regulating and calming strategies, notice your willingness to engage in self-care strategies, willingness to examine your commitment to your continuous learning and to examine the type of support you provide to the learning of others. (CCHESWS, 2019; López, 2019)

Figure 20: Session Justification Outline (Appendix AA)

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