Tracy Arámbula Ballysingh

Tracy Arámbula Ballysingh
University of Vermont | UVM · Department of Education

PhD

About

28
Publications
2,891
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90
Citations
Introduction
Tracy Arámbula Ballysingh is an assistant professor in the Department of Leadership and Developmental Sciences, University of Vermont. Tracy does research in Higher Education, Educational Policy and Educational Leadership.
Additional affiliations
September 2015 - June 2016
University of New Mexico
Position
  • PostDoc Position

Publications

Publications (28)
Article
The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand “best practices” to support this student population. To achi...
Article
This study extends prior work on the college-going efforts of Latino boys and adolescents (Latinos) by examining the extent to which meeting with a professional school counselor is related to their college-going aspirations and whether they apply to and ultimately matriculate to college. The study utilizes social capital and social reproduction the...
Article
Full-text available
Across the United States, schools are implementing Restorative Practices (RP) in an effort to reduce exclusionary discipline and improve school climate through fostering a relationally driven school community. Emerging research has begun to examine the implementation and efficacy of RP as an alternative to punitive discipline approaches. While most...
Article
This case study describes the experiences and perceptions of school staff and students participating in restorative practices (RP) community building circles during the first year of school-wide RP implementation. Data sources include (a) beginning-and end-of-year surveys of school staff perspectives and experiences with implementing RP, (b) semist...
Article
This article contributes to our understanding of the gap in college access by examining 1) the extent to which and 2) how high school professional school counseling focused on college broadens access. We extend Engberg and Gilbert’s (2014) typology of schools based upon high school counseling norms and resources. Using recent data from the High Sch...
Article
Sense of belonging contributes to academic success, persistence, and self-efficacy among students, and is especially poignant for first-generation students who are less likely to engage socially, intellectually, and academically. Residential spaces provide the ideal environment to examine belongingness among first-generation students because of the...
Article
In this article, Kervick and colleagues posit that restorative practices (RP) implementation promises to mitigate educational inequities resulting from discipline disparities for youth with disabilities and youth of color. Recent efforts to reduce these disparities have emphasized more relational approaches to behavioral change. Kervick et al. argu...
Conference Paper
This study extends prior work on the college-going efforts of Latino boys and men (Latinos) by examining the extent to which meeting with a professional school counselor is related to their college-going aspirations and whether they apply to and ultimately matriculate to college. The study utilizes social capital and social reproduction theories to...
Article
School counselors are uniquely positioned to promote college going and improve lagging postsecondary matriculation for Latino men. Hipolito-Delgado and Lee’s empowerment framework guided this narrative inquiry to consider how school counselors (dis)empower Latinos via (in)access to college-going information. Findings revealed that participants expe...
Article
Full-text available
Citation: Kervick, C. T., Smith, L. C., Garnett, B., Moore, M., & Ballysingh, T. A. (2019). A pedagogical design for surfacing student voice by integrating youth participatory action research, restorative practices , and critical service learning. International Journal of Student Voice, Volume 5(2). Abstract: In this article, we describe the design...
Article
Full-text available
Citation: Kervick, C. T., Smith, L. C., Garnett, B., Moore, M., & Ballysingh, T. A. (2019). A pedagogical design for surfacing student voice by integrating youth participatory action research, restorative practices , and critical service learning. International Journal of Student Voice, Volume 5(2). Abstract: In this article, we describe the design...
Article
This article builds upon Yosso's Community Cultural Wealth framework to propose a Latinidad model of Maternal Cultural Wealth (MCW). Drawing from the experiences of Latinos whose persistence motivations are rooted in their desire to honor mothers for their love, resilience, protection, and sacrifice, MCW proposes filial piety and custodial, emotion...
Article
This paper considers the emancipatory potential of incorporating Youth Participatory Action Research (YPAR) and Restorative Practices (RP) implementation into a transformative mixed methods study design as a means to create equitable and caring school systems for marginalized youth. The utilization of transformative mixed methods research offers a...
Article
Persistent disparities in exclusionary discipline procedures continue to portent negative educational outcomes for students from specific racial, income, and ability categories. Restorative practices (RP) has emerged as a promising approach to mitigate these disparities and improve school climate. This study describes the utility of field-initiated...
Article
Persistent disparities in exclusionary discipline procedures continue to portent negative educational outcomes for students from specific racial, income, and ability categories. Restorative practices (RP) has emerged as a promising approach to mitigate these disparities and improve school climate. This study describes the utility of field-initiated...
Article
This article contributes to our understanding of the gap in college access by examining (a) the extent to which and (b) how high school counseling focused on college broadens access. We extend Engberg and Gilbert’s typology of schools based on high school counseling norms and resources. Using recent data from the High School Longitudinal Study of 2...
Chapter
Full-text available
This chapter provides a framework for grounding social justice principles at the center of learning in higher education program assessment and evaluation courses. Pedagogical reflections are drawn from the classroom experiences of three faculty of color who represent diverse institutional, programmatic, and geographic contexts. Their advanced frame...
Article
Full-text available
This article examines administrators’ perspectives related to embracing and fulfilling a diversity- and access-centered mission at urban-serving universities with high Latinx enrollment. Considering today’s context of higher education—whereby access and opportunities for Latinx and other marginalized populations has become increasingly stratified—t...
Article
Full-text available
Drawing upon Franquiz & Salazar' s (2004) humanizing pedagogy, this qualitative case study explored the perspectives of 22 school and com­munity leaders in the Rio Grande Valley of South Texas. Focus group narratives revealed that school teachers, administrators, and community leaders empha­sized a culturally responsive approach to overcoming obsta...
Chapter
Full-text available
Latino males are effectively vanishing from the American higher education pipeline. Even as the number of Latinas/os attending college has actually increased steadily over the last few decades, the proportional representation of Latino males continues to slide relative to their Latina female counterparts. The question of why Latino males are losi...
Article
Full-text available
In this essay, the authors accomplish three tasks: (a) identify common limitations of programs designed to increase the success rates of Latina/o college students; (b) describe the common characteristics of programs that exhibit effective practice; and (c) provide a framework to guide colleges and universities in designing effective program compone...

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Project
Persistent disparities in exclusionary discipline procedures continue to portent negative educational outcomes for students from specific racial, income, and ability categories. Restorative practices (RP) has emerged as a promising approach to mitigate these disparities and improve school climate.