Learning the Possible: Mexican American Students Moving from the Margins of Life to New Ways of Being

Index

201 Index academic networks, 60 academic performance, 40; collegelevel , 102–8, 120–21, 122–23, 133; family issues and, 112–13; grades, 101–2, 119(table); high school, 108–9; motherhood and, 115–16, 147; personal management, 116–18 academic work: college, 36, 47–48, 51; in high school, 29, 181–82; lack of preparation for, 3, 30–31, 35; support , 81–83 accountability, 71 Accuplacer tests and scores, 30, 31(table), 36, 47, 48(table), 51, 56(table), 175 Adventure Learning, 9, 11, 62, 66; participation in, 67–69, 181 advisers, 86–87, 89–90; key interactions with, 96–98, 142 agents of social capital, 73 agricultural workers. See migrant workers attitude: changes in, 29–30 basic curriculum: assignment to, 30–31, 35, 36 bilingualism, 34, 40, 136; family dynamics and, 41–42 CAMP. See College Assistance Migrant Program career planning, 141; letter to self assignment , 26–27, 45, 51–52 caring, 79–81 Chicana/o identity, 38, 97–98 children, 69, 180; bilingual, 40, 41–42; students with, 49, 50–51, 52–53, 115, 121–22, 143–44, 175 choice: college as, 25, 46–47, 133–34 cholo, 54–55; identity as, 57–58 Cinthia, 76, 82–83, 142 college, 2, 6; academic preparation for, 181–82; academic work in, 30, 102–8; as choice, 25, 46–47, 133–34; as community of practice, 135, 136, 155; experiences in, 47–48, 50–51, 122–23, 154; motherhood and, 50– 51, 52–53, 121–22, 143–44, 147–48, 175; motivation for, 37–38, 49–50; preparation for, 34–35, 56–57 College Assistance Migrant Program (CAMP), 2, 11, 22–23, 39, 182–83; 202 Index College Assistance Migrant Program (CAMP) (continued) academic performance and, 102–3; academic support in, 81–83; Adventure Learning, 66–69; advisers , 96–98; attitude changes in, 29–30; caring in, 79–81; changing trajectories in, 63–66; as choice, 25–26; college preparation and, 56–57; as community of practice, 13–14, 65–66, 90–91, 136–37, 153, 154, 155; coordinator influence in, 75–76; coursework in, 47–48; cyber mentoring, 77–79; description of, 7–9; expectations, 122–23; as family-like network, 61–62; identity formation and, 13, 58–59, 125–34, 137–53; instructors, 76–77; key interactions, 94–100; learning community courses, 70–73; logistics, 174–75; meetings, 84–86; participation in, 30–31, 120; peer influence in, 74–75; simplicity of, 185–86; as social and academic network, 61–62; student agency, 24–25, 157, 159–60; student performance and well-being, 10, 53–54, 75–77; successful students in, 53, 163–66; support in, 89–90, 135 communication skills: in Adventure Learning, 68–69; changes in, 125–26, 138–39 communities of practice, 60, 95, 103, 129, 184–85; academic performance and, 101–2; boundaries between, 14–15; CAMP, 53, 58–59, 65–66, 81, 90–91, 135, 155; conceptual framework , 17–19; education, 166–69; identity and, 149, 159–60; interactional dynamics, 15–16; learning, 70–73, 87–89, 168; learning and identity in, 13–14; learning identity and, 16–17; membership in, 153–54; student, 156–57 confidence: in academic work, 35–36; changes in, 125–26, 136 coordinators: role of, 74, 75–76, 84–86 counseling, 75, 89–90 Cristina, 2, 82; academic performance , 108–11, 120–21; Adventure Learning, 67–68, 181; CAMP and, 64, 66, 76, 86–87, 96, 156; educational possibilities for, 38–39, 133–35, 183–84; family dynamics, 32–34, 39–40; language competence , 35–36; learning community classes, 88–89; motivation, 36–38; schooling experience, 34–35; successful student identity, 131–33, 136; time and life management, 130–31 cultural capital, 84, 135 Cyber Mentor Project, 8–9, 62, 77–79 Delgado, Lalo: as inspiration, 94–96 developmental classes, 30–31, 35, 36, 57, 122, 106, 174–75 education, 33, 173, 179; communities of practice, 166–67, 168–69; and employment, 151–52; identity development and, 154–55; invested others in, 170–71; of Mexicandescent students, 5–6; possibilities for, 133–35; socioeconomic aspects of, 186–87; success in, 164–65 education reform, 1–2 education system, 19–20 empowerment, 17, 126, 129–30, 138, 181; learning, 156–57, 183; teen mothers, 147–48, 165–66 engagement: identity and, 167 English language, 30, 42; competence in, 35–36, 40 families, 45, 61, 69; and academic success, 115–16, 121–22; bilingualism and, 41–42; dynamics of, [18.191.176.66] Project MUSE (2024-04-25 15:19...