https://bilingualreview.utsa.edu/index.php/AMAE/issue/feed 2023-09-18T01:01:30+00:00 Patricia Sánchez, PhD patricia.sanchez@utsa.edu Open Journal Systems <h1><strong>Statement on Impact</strong></h1> <p>The <em>Association of Mexican American Educators (AMAE) Journal</em> is an open-access, peer-reviewed, bilingual (English and Spanish), interdisciplinary journal that addresses issues affecting Latinx communities in the United States. It was established in 1987 by the Association of Mexican American Educators, Inc. In 2007, AMAE Inc. decided to move the journal to an open-access, online platform. Today, the <em>AMAE Journal</em> is led by Patricia Sánchez and Antonio Camacho (lead editors), along with Julie Figueroa and Lucila Ek (associate editors). The<em> AMAE Journal</em> publishes three issues a year: one open issue (on a rolling basis), one invited issue (summer), and one special issue (fall). Published manuscripts are of interest to researchers, practitioners, policymakers, and a general public invested in envisioning transformative conditions for Latinx individuals in and beyond educational institutions. The following characteristics distinguish the <em>AMAE Journal</em> from other scholarly journals:</p> <ul> <li class="show">The <em>AMAE Journal</em> is one of only three educational research journals with a specific focus on Latinx or Hispanic populations.</li> <li class="show">The <em>AMAE Journal</em> articles are indexed in the Educational Resources Information Clearinghouse (ERIC) database, EBSCO, Google Scholar, and Cabell's Directory.</li> <li class="show">The <em>AMAE Journal</em> has a 19%-30% acceptance rate, following a rigorous double-blind peer review process with at least two referees reviewing each manuscript.</li> <li class="show">The <em>AMAE Journal</em> implements the DOI (digital object identifier) system on each of its publications.</li> <li class="show">The <em>AMAE Journal</em> Editorial Board includes well-known, respected scholars whose work appears in national and international outlets.</li> <li class="show">The<em> AMAE Journal</em> editorial team actively supports emergent scholars while maintaining high standards.</li> <li class="show">Under the <em>AMAE Journal</em>’s Creative Common’s license, the author(s) own the copyright and are free to share their work without restriction.</li> <li class="show">The <em>AMAE Journal</em> also publishes artistic work such as poetry and reflective essays, providing a venue for K-16 students, practitioners, and other community members.</li> </ul> <p>&nbsp;</p> https://bilingualreview.utsa.edu/index.php/AMAE/article/view/476 2023-09-18T01:01:30+00:00 Pedro Nava pnava2@scu.edu Ramon Martinez ramonmtz@stanford.edu 2023-09-17T00:00:00+00:00 Copyright (c) https://bilingualreview.utsa.edu/index.php/AMAE/article/view/477 2023-09-18T01:01:29+00:00 Karla Lomelí klomeli@scu.edu

<p class="p1">This study provides a portrait of Ms. Grace, a veteran English teacher at a high school in Silicon&nbsp;Valley. I examine how Ms. Grace’s perspectives on her immigrant-origin Latine students&nbsp;informed her teaching, highlighting the perspectives and practices that guided her pedagogy.&nbsp;Analysis of the data demonstrates the cyclical nature of how this teacher’s perspectives on her&nbsp;students led her to embody a cultural competence that demonstrated a moral ethic of cariño.&nbsp;Through Ethnographic Case Study methodology, this study highlights the importance of&nbsp;cultivating cultural competencies in the teaching of immigrant-origin Latine youth, and the ways&nbsp;in which teachers enact and embody such competencies. I highlight how a moral ethic of cariño emerges in both the teaching practices and in the perspectives toward her immigrant-origin&nbsp;students, demonstrating the critical role that teachers play in providing a more inclusive learning space for the teaching of immigrant-origin Latine youth.</p>

2023-09-17T00:00:00+00:00 Copyright (c) https://bilingualreview.utsa.edu/index.php/AMAE/article/view/478 2023-09-18T01:01:29+00:00 Johnny Ramirez johnny.c.ramirez@sjsu.edu

<p style="font-weight: 400;">This ethnographic case study examines how a social justice-based after-school (AS) youth&nbsp;leadership development program became a space for youth participants to develop a critique of&nbsp;social oppression and motivation for social justice action. Research demonstrates that youth&nbsp;development programs and models that cultivate agency among Youth of Color directly&nbsp;contribute to Positive Youth Developmental (PYD) outcomes (Larson, 2006), and are an&nbsp;effective intervention strategy for youth at high risk of school pushout. However, few studies&nbsp;specifically examine the factors that prompt engaged Chicanx-Latinx AS youth participants to&nbsp;develop a resistance behavior that reflects a critique of social oppression and motivation for&nbsp;social justice—Transformational Resistance (Solórzano &amp; Bernal, 2001). In this article, I explain&nbsp;how youth participants explicitly cited how creating “safe spaces” and chosen-familial bonds&nbsp;through femtoring/mentoring relationships cultivated transformational resistance outcomes. I&nbsp;conclude by discussing how the Black Panther Mentorship Program (BPMP), a social justice-based&nbsp;AS youth program, transcended the traditional notions of safe spaces and transformed&nbsp;into a sacred space because it gave youth participants holistic forms of unconditional acceptance,&nbsp;acknowledgment, and interconnectedness. As a result, BPMP youth’s connection to sacred&nbsp;spaces enabled them to overcome personal and educational barriers.</p>

2023-09-17T00:00:00+00:00 Copyright (c) https://bilingualreview.utsa.edu/index.php/AMAE/article/view/479 2023-09-18T01:01:29+00:00 Alfredo Gonzalez agonzalez@csudh.edu

<p class="p1">This study employs descriptive qualitative analysis to explore the experiences of eight Mexican&nbsp;American veterans utilizing Veterans Affairs education benefits to pursue baccalaureate degrees.&nbsp;Participants were recruited in Southern California at two California Community Colleges and&nbsp;three California State Universities. The findings suggest that Mexican American student&nbsp;veterans navigate college and their education benefits based on their experiences in the military.&nbsp;The study identifies five factors Mexican American student veterans negotiate when&nbsp;transitioning to college: (a) minimization of racism; (b) lack of support; (c) being experiential&nbsp;learners; (d) substitute leadership; and (e) being financially motivated.</p>

2023-09-17T00:00:00+00:00 Copyright (c) https://bilingualreview.utsa.edu/index.php/AMAE/article/view/480 2023-09-18T01:01:29+00:00 Christine Vega christine.vega@sjsu.edu

<p class="p1">By focusing on three Chicana Motherscholars pláticas, traversing the Educational Pipeline, I&nbsp;conceptualize sacred pauses as moments of joy, gratitude, and love (Tuck, 2009) as resistance&nbsp;and refusal. Sacred pauses refute the neoliberal university indoctrination of hyper-productivity&nbsp;(Hidalgo et al., 2022). This paper expands on the complex journeys of the academic bridges to&nbsp;what Gloria Anzaldúa (2002) calls 'passageways, conduits, and connectors' to illustrate the&nbsp;sacred journeys of overcoming barriers traversed through the Educational Pipeline towards doctoral degree completion for Chicana/e and Latina/e Motherscholars with children. The&nbsp;Motherscholar narratives characterize the potential of reciprocity and healing in bridge makers&nbsp;in Parents of and Women of Color.</p>

2023-09-17T00:00:00+00:00 Copyright (c) https://bilingualreview.utsa.edu/index.php/AMAE/article/view/481 2023-09-18T01:01:28+00:00 Argelia Lara alara@scu.edu 2023-09-17T00:00:00+00:00 Copyright (c) https://bilingualreview.utsa.edu/index.php/AMAE/article/view/482 2023-09-18T01:01:28+00:00 Pedro Nava pnava@scu.edu

<p>NA</p>

2023-09-17T00:00:00+00:00 Copyright (c) https://bilingualreview.utsa.edu/index.php/AMAE/article/view/483 2023-09-18T01:01:28+00:00 Emily Ramos ramos.emily01@gmail.com Pedro Nava pnava@scu.edu

<p>NA</p>

2023-09-17T00:00:00+00:00 Copyright (c)