Amanda Rodriguez Morales

University of Nebraska at Lincoln | NU · Department of Teaching, Learning and Teacher Education

Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering collaborat...

We sought to explore how Latina adolescent immigrants experience immigration across adolescence as they seek to know and express their authentic selves through dress and appearance. Our work was informed by theories of acculturation, identity, and authenticity. Participants included 12 immigrant women who identified as Latina and who immigrated bef...

Although international female students accounted for 44% of the enrolled international students in the United States (U.S. Department of Homeland Security’s Student and Exchange Visitor Information System, 2020), their experiences regarding their ethnic name are relatively understudied in onomastic literature. This study considers the experiences o...

Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering discourse...

There is an ever-present need to foster and maintain intercultural competence in today’s teaching force. Although much research details how to do this, few studies document how to utilise arts and community-based (ACB) approaches to align with the goals of intercultural education. This qualitative study examines reflections from 61 teacher learners...

Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering discourse...

The purpose of this Equity Tool is to guide education stakeholders with roles in various parts of high school students’ development, in developing shared understandings to discuss the transition from high school to higher education. For supplemental guidance, please see the companion pamphlet for Students of Color and First Generation College Stude...

As you begin to read this pamphlet, you might ask, “Why should I listen to this person?” “What experiences has she had, or what expertise does she hold that makes her advice credible or worth my time and attention?” Well, given how busy we all are these days and knowing about all the advice out there about going to college, I see your point! Howeve...

In this chapter, the authors outline the ongoing dialogues, thought processes, and pedagogical moves we make as two seasoned colleagues of color attempting to enhance the cultural competence of students through a critical multicultural education course offered at a public university-based teacher education program. We document how we address many e...

In this chapter, the authors outline the ongoing dialogues, thought processes, and pedagogical moves we make as two seasoned colleagues of color attempting to enhance the cultural competence of students through a critical multicultural education course offered at a public university-based teacher education program. We document how we address many e...

This paper presents selected findings from an ethnographic case study of at a public junior high school. Analysis of White teachers’ discourse implicated a perspective of Mexican–American children that we describe as a mañana complex, a perceived association between Mexican–Americans and the term “mañana” (Spanish: “tomorrow”). We outline how this...

One’s sense of place is tied inextricably to one’s identity. Who we become as adults is closely connected to our interweaving of experience over time and how we come to understand the world and ourselves relative to it. Th ese informal and organic interactions within the specifi c environmental contexts of our childhoods can seem insignifi cant and...

As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in...

This study provides an account of seven Latina teachers’ select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became licensed teachers, and established themselves in Latinx minority–majority public schools within their rural, mid-western community. More specifically, as...

This qualitative multiple case study focused on eleven non-traditional, bilingual, Latinas within a teacher education program. The study explored various factors that influenced participants’ desire to pursue and ability to persist as pre-service teachers. The overarching theme identified among participant discourse was personal agency inspired by...

This study documents the life stories of eight First Generation College (FGC) students and alumni in education. Using narrative inquiry as our methodology, we the researchers sought to better understand the lived experiences, struggles and triumphs shared through stories of three postgraduates and five current students in teacher education. With th...

In order to improve the academic preparation and graduation of culturally and linguistically diverse students across the educational continuum K-16, constituents and stakeholders are looking to universities (more specifically, colleges of education) to lead the charge in innovative education reform. Traditional modes of operation related to recruit...

I share this short autobiography because I think it ties together so much of this book. In Chapter 1, Hamann and Harklau (reprising their chapter for the 2010 Handbook on Latinos and Education) acknowledge that in emphasizing the “new” of the New Latino Diaspora (NLD) the first edition of Education in the New Latino Diaspora (Wortham, Murillo, & Ha...

Historically, educators and philosophers have struggled to define the role and the value of formal curriculum and its impact on classroom praxis. As the current accountability movement dominates discussions in education, educators are pressured to implement increasingly standardized curricula. The authors of this chapter consider the tensions arisi...

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature...

Historically, educators and philosophers have struggled with defining the role and the value of formal curriculum and its impact on classroom praxis. As the current accountability movement dominates discussions in education, educators are pressured to implement increasingly standardized curricula. The authors of this work consider these tensions, s...

The examples and data shared in this chapter provide evidence that our comprehensive mission to understand and impact issues of social justice and equity within education is being achieved as the PDS Partnership continues to improve K-16 teaching and learning and enhance the teaching profession across all levels of education. The major implication...

Using a case study design, this investigation examined the effective teaching characteristics of nontraditional, culturally and linguistically diverse (CLD) student teachers placed in rural, elementary schools with high populations of Latino/a students. Data collected reflected high percentages of effective teaching characteristics in multiple doma...

This ethnographic case study documents the experiences of culturally and linguistically diverse (CLD) first-generation immigrant students as they developed their sense of voice and personal agency at a predominantly White, Midwestern university. The study is framed within the larger context of an ongoing, longitudinal study on the BESITOS (Bilingua...

This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program's des...

This ethnographic case study explores one mid-western state university's response to the challenge of culturally and linguistically diverse (CLD), especially Latino/a, student recruitment and retention. BESITOS (Bilingual/Bicultural Education Students Interacting To Obtain Success) is an integrated teacher preparation program implemented at a predo...

This article examines the psychological and sociological impacts of the pro-posed Development, Relief, and education for Alien Minors (DReAM) Act and in-state tuition legislation on DReAM-eligible students in the Midwestern United States. The researchers sought to capture the lived experiences of undocumented immigrant students through their rich i...

This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program's des...

This paper discusses the findings of a qualitative, microethnographic case study of 15 nontraditional, Mexican American students as they completed their coursework in a 2+2 teacher education program in the Midwest. The theoretical frameworks that serve as the basis of this study are Tinto’s Model of Student Integration (Tinto, 1975, 1993), Bean’s a...

This paper discusses the findings of a qualitative, microethnographic case study of 15 nontraditional, Mexican American students as they completed their coursework in a 2+2 teacher education program in the Midwest. The theoretical frameworks that serve as the basis of this study are Tinto's Model of Student Integration (Tinto, 1975, 1993), Bean's a...

Many parts of the United States are facing an increasing number of immigrant students. Focusing on mostly White teachers at a junior high school, which enrolls predominantly Mexican immigrant students, Socorro Herrera and Amanda R. Morales examine these teachers’ belief system. The authors identify the perspective of colorblind nonaccommodative den...

This paper discusses the dynamics and challenges encountered by culturally and linguistically diverse (CLD) paraeducators who are participating in a 2+2, distance-delivered, teacher education program in the Midwest. The theoretical framework that serves as the basis of this case study is Thomas and Collier's Prism Model (Collier, 19878: Collier & T...