Saida Mohamed
Datos Biográficos
| ID | 3936757 |
|---|---|
| NOMBRE | Saida Mohamed |
| NOMBRES | Saida |
| APELLIDO | Mohamed |
| FIRMA | MOHAMED S |
| AFILIACIONES | Arizona State University |
| ORCID | 0000-0002-2552-3356 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 9 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 2 |
Science, Technology, Engineering, and Mathematics Aspirations Among Refugee Families
In this original research manuscript, we examined how gender, race, and ethnic heritage shape the science, technology, engineering, and mathematics (STEM)-related and higher education aspirations of different communities of refugee youth and families participating in university-community organization partnerships. Families from various ethnic-based community organizations in Arizona (serving Bhutanese, Burundian, Congolese, Somali, and Syrian peo…
Moving away from the 4-hour block
In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily Structured English Immersion requirement from four hours to two hours. In this study, we analyze the Se…
Equity/Social Justice, Instrumentalism/Neoliberalism
This study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education—linguistic instrumentalism/neoliberalism and equity/social justice—to make sense of their programs. Through in‐depth interviews with 19 principals of Spanish‐English elementary school DL programs in Arizona and California, the researchers examine (1) the ways in which the two discourses manifested in the principals’…
Equity/Social Justice, Instrumentalism/Neoliberalism
This study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education—linguistic instrumentalism/neoliberalism and equity/social justice—to make sense of their programs. Through in‐depth interviews with 19 principals of Spanish‐English elementary school DL programs in Arizona and California, the researchers examine (1) the ways in which the two discourses manifested in the principals’…
Science, Technology, Engineering, and Mathematics Aspirations Among Refugee Families
In this original research manuscript, we examined how gender, race, and ethnic heritage shape the science, technology, engineering, and mathematics (STEM)-related and higher education aspirations of different communities of refugee youth and families participating in university-community organization partnerships. Families from various ethnic-based community organizations in Arizona (serving Bhutanese, Burundian, Congolese, Somali, and Syrian peo…
Equity/Social Justice, Instrumentalism/Neoliberalism
This study explores how principals of dual language (DL) programs draw on two dominant societal discourses around language education—linguistic instrumentalism/neoliberalism and equity/social justice—to make sense of their programs. Through in‐depth interviews with 19 principals of Spanish‐English elementary school DL programs in Arizona and California, the researchers examine (1) the ways in which the two discourses manifested in the principals’…
Moving away from the 4-hour block
In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily Structured English Immersion requirement from four hours to two hours. In this study, we analyze the Se…
Science, Technology, Engineering, and Mathematics Aspirations Among Refugee Families
In this original research manuscript, we examined how gender, race, and ethnic heritage shape the science, technology, engineering, and mathematics (STEM)-related and higher education aspirations of different communities of refugee youth and families participating in university-community organization partnerships. Families from various ethnic-based community organizations in Arizona (serving Bhutanese, Burundian, Congolese, Somali, and Syrian peo…
Sociology (3 obras) · Law (2 obras) · Multilingual Education and Policy (2 obras) · Pedagogy (2 obras) · Political science (2 obras) · Second Language Learning and Teaching (2 obras) · Social science (2 obras) · Dual language (1 obras) · Education and experiences of immigrants and refugees (1 obras) · Educator Training and Historical Pedagogy (1 obras)