Adrian H Huerta
Biographic Data
| ID | 1320848 |
|---|---|
| NAME | Adrian H Huerta |
| GIVEN NAMES | Adrian H |
| FAMILY NAME | Huerta |
| SIGNATURE | HUERTA A H |
| AFFILIATIONS | University of Southern California |
| ORCID | 0000-0002-6920-9350 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Building restorative school cultures: Insights from peer mediation programs in elementary and middle schools
In response to the harmful effects of punitive school discipline in the United States, there has been a call for change to move towards non-exclusionary and non-discriminatory interventions, such as peer mediation. In peer mediation programs, a cohort of students at a given school are trained on how to mediate conflicts between peers, working towards mutually beneficial solutions. While this alternative approach to school discipline has been adop…
Racialized Continuation Schools and Limited Structural Pathways: Centering the Voices of Criminalized Latino Boys
Background: For decades, disruptive students have been transferred to continuation schools, often considered their last chance. Purpose: This article aims to understand how Latino boys challenge the frequently negative perceptions about them and conceptualize their long-term aspirations. Findings: Our study highlights how students think about “making it out” of poverty and difficult life circumstances, how continuation schools foster a criminaliz…
Fostering accountability, practices, and policies to serve system-impacted young people across the carceral continuum: Translating research to action
Healing-centered alternative schools: Addressing the academic and social-emotional needs of Black and Latino/x young men
Linking Education and Criminology Research to Understand the Schooling Experiences of Gang Youth and Adults
This chapter centers on the influence of schools and schooling practices related to gang-associated populations in primary, secondary, and postsecondary education. Drawing from scholarship in education, criminology, and related fields helps to illuminate how school-based practices are informed by the school-to-prison pipelines that negatively impact gang-involved youth. Harmful school practices contribute to the social and educational marginaliza…
Pathways to reach higher education: Reflections of college knowledge development for first- and second-generation Latino men college goers
College Is: Focusing on the College Knowledge of Gang-Associated Latino Young Men
Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined “why” gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what college knowledge they possess. We found the students have aspirations to pursue postsecondary education degrees or …
Surfacing Deep Challenges for Social-Educational Justice: Putting Funds, Wealth, and Capital Frameworks into Dialogue
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Strategies and support services for community college Latino/x men on academic probation
Carcerality and Education: Toward a Relational Theory of Risk in Educational Institutions
In this paper, we explore the logics underlying the policies and practices within K-12 schools, colleges, and universities that expose students to carceral systems, such as the police and prisons. Educational institutions at all levels have had the latitude to develop the capacity to discipline, surveil, and control students, which reproduce carceral logics within as well as create pathways to carceral systems. However, our scholarly understandin…
The Nexus of Carcerality and Access and Success in Postsecondary Education
This special issue of American Behavioral Scientist focuses on college preparation, access, and success for individuals impacted by carceral systems and practices in K-12 and higher education. Carcerality is (in)formal rules that center discipline, punishment, and control of individuals. Most recently, the embodiment of carceral practices has become more visible throughout the educational system, particularly for students of color. Attitudes, pra…
Accessing Possible Selves With Limited College Knowledge: Case Studies of Latino Boys in Two Urban Continuation Schools
Justice-involved youth are less likely to hold positive attitudes toward education and education systems due to the unfair treatment that they experience. Despite the exchange of college knowledge between justice-involved Latino young men in urban continuation schools, this topic is relatively absent from college access and higher education literature. Using Oyserman and Markus's (1990a) notion of possible selves as a theoretical framework and dr…
Capturing the Complexity of Alternative Schools: Narratives of Latino Males in an Overlooked Educational Space
Treat a Cop Like They Are God: Exploring the Relevance and Utility of Funds of Gang Knowledge Among Latino Male Students
Latinos represent 20% of the more than 1 million gang-associated youth in the United States. This study explores how gang associated Latino males use their funds of gang knowledge to navigate their urban schools and communities. The findings highlight how Latino males build relationships and exchange information with each other, endure and persevere during juvenile incarceration, how youth interact with law enforcement, and how youth advance thei…
Supporting Black and Latino boys in school: A call to action
The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black and Latino male high school students. Based on a yearlong study of more than 200 Black and Latino male…
Deferred Enrollment: Chicano/Latino Males, Social Mobility and Military Enlistment
Chicanos/Latinos comprise the largest racial and ethnic population in the U.S. public K-12 schools, yet hold some of the largest rates of academic underperformance in high school and college completion. This study aims at understanding the academic trajectories of five Chicano/Latino males and their decision to enlist in the military after high school graduation. Using in-depth semistructured interviews, participants discussed the role that high …
You can go to college”: Employing a Developmental Perspective to Examine How Young Men of Color Construct a College-Going Identity
You can go to college”: Employing a Developmental Perspective to Examine How Young Men of Color Construct a College-Going Identity
Deferred Enrollment: Chicano/Latino Males, Social Mobility and Military Enlistment
Chicanos/Latinos comprise the largest racial and ethnic population in the U.S. public K-12 schools, yet hold some of the largest rates of academic underperformance in high school and college completion. This study aims at understanding the academic trajectories of five Chicano/Latino males and their decision to enlist in the military after high school graduation. Using in-depth semistructured interviews, participants discussed the role that high …
Treat a Cop Like They Are God: Exploring the Relevance and Utility of Funds of Gang Knowledge Among Latino Male Students
Latinos represent 20% of the more than 1 million gang-associated youth in the United States. This study explores how gang associated Latino males use their funds of gang knowledge to navigate their urban schools and communities. The findings highlight how Latino males build relationships and exchange information with each other, endure and persevere during juvenile incarceration, how youth interact with law enforcement, and how youth advance thei…
College Is: Focusing on the College Knowledge of Gang-Associated Latino Young Men
Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined “why” gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what college knowledge they possess. We found the students have aspirations to pursue postsecondary education degrees or …
Healing-centered alternative schools: Addressing the academic and social-emotional needs of Black and Latino/x young men
Carcerality and Education: Toward a Relational Theory of Risk in Educational Institutions
In this paper, we explore the logics underlying the policies and practices within K-12 schools, colleges, and universities that expose students to carceral systems, such as the police and prisons. Educational institutions at all levels have had the latitude to develop the capacity to discipline, surveil, and control students, which reproduce carceral logics within as well as create pathways to carceral systems. However, our scholarly understandin…
Capturing the Complexity of Alternative Schools: Narratives of Latino Males in an Overlooked Educational Space
Fostering accountability, practices, and policies to serve system-impacted young people across the carceral continuum: Translating research to action
Surfacing Deep Challenges for Social-Educational Justice: Putting Funds, Wealth, and Capital Frameworks into Dialogue
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Pathways to reach higher education: Reflections of college knowledge development for first- and second-generation Latino men college goers
Strategies and support services for community college Latino/x men on academic probation
The Nexus of Carcerality and Access and Success in Postsecondary Education
This special issue of American Behavioral Scientist focuses on college preparation, access, and success for individuals impacted by carceral systems and practices in K-12 and higher education. Carcerality is (in)formal rules that center discipline, punishment, and control of individuals. Most recently, the embodiment of carceral practices has become more visible throughout the educational system, particularly for students of color. Attitudes, pra…
Accessing Possible Selves With Limited College Knowledge: Case Studies of Latino Boys in Two Urban Continuation Schools
Justice-involved youth are less likely to hold positive attitudes toward education and education systems due to the unfair treatment that they experience. Despite the exchange of college knowledge between justice-involved Latino young men in urban continuation schools, this topic is relatively absent from college access and higher education literature. Using Oyserman and Markus's (1990a) notion of possible selves as a theoretical framework and dr…
You can go to college”: Employing a Developmental Perspective to Examine How Young Men of Color Construct a College-Going Identity
Supporting Black and Latino boys in school: A call to action
The educational experiences of Black and Latino males in K-12 are often riddled with unnecessary challenges and stresses that contribute to diminished academic outcomes. Adrian H. Huerta, Tyrone C. Howard, and Bianca N. Haro seek to highlight instead the importance of positive asset-based research and practice efforts focused on supporting Black and Latino male high school students. Based on a yearlong study of more than 200 Black and Latino male…
Deferred Enrollment: Chicano/Latino Males, Social Mobility and Military Enlistment
Chicanos/Latinos comprise the largest racial and ethnic population in the U.S. public K-12 schools, yet hold some of the largest rates of academic underperformance in high school and college completion. This study aims at understanding the academic trajectories of five Chicano/Latino males and their decision to enlist in the military after high school graduation. Using in-depth semistructured interviews, participants discussed the role that high …
Capturing the Complexity of Alternative Schools: Narratives of Latino Males in an Overlooked Educational Space
Treat a Cop Like They Are God: Exploring the Relevance and Utility of Funds of Gang Knowledge Among Latino Male Students
Latinos represent 20% of the more than 1 million gang-associated youth in the United States. This study explores how gang associated Latino males use their funds of gang knowledge to navigate their urban schools and communities. The findings highlight how Latino males build relationships and exchange information with each other, endure and persevere during juvenile incarceration, how youth interact with law enforcement, and how youth advance thei…
Strategies and support services for community college Latino/x men on academic probation
Carcerality and Education: Toward a Relational Theory of Risk in Educational Institutions
In this paper, we explore the logics underlying the policies and practices within K-12 schools, colleges, and universities that expose students to carceral systems, such as the police and prisons. Educational institutions at all levels have had the latitude to develop the capacity to discipline, surveil, and control students, which reproduce carceral logics within as well as create pathways to carceral systems. However, our scholarly understandin…
The Nexus of Carcerality and Access and Success in Postsecondary Education
This special issue of American Behavioral Scientist focuses on college preparation, access, and success for individuals impacted by carceral systems and practices in K-12 and higher education. Carcerality is (in)formal rules that center discipline, punishment, and control of individuals. Most recently, the embodiment of carceral practices has become more visible throughout the educational system, particularly for students of color. Attitudes, pra…
Accessing Possible Selves With Limited College Knowledge: Case Studies of Latino Boys in Two Urban Continuation Schools
Justice-involved youth are less likely to hold positive attitudes toward education and education systems due to the unfair treatment that they experience. Despite the exchange of college knowledge between justice-involved Latino young men in urban continuation schools, this topic is relatively absent from college access and higher education literature. Using Oyserman and Markus's (1990a) notion of possible selves as a theoretical framework and dr…
College Is: Focusing on the College Knowledge of Gang-Associated Latino Young Men
Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined “why” gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what college knowledge they possess. We found the students have aspirations to pursue postsecondary education degrees or …
Surfacing Deep Challenges for Social-Educational Justice: Putting Funds, Wealth, and Capital Frameworks into Dialogue
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Linking Education and Criminology Research to Understand the Schooling Experiences of Gang Youth and Adults
This chapter centers on the influence of schools and schooling practices related to gang-associated populations in primary, secondary, and postsecondary education. Drawing from scholarship in education, criminology, and related fields helps to illuminate how school-based practices are informed by the school-to-prison pipelines that negatively impact gang-involved youth. Harmful school practices contribute to the social and educational marginaliza…
Pathways to reach higher education: Reflections of college knowledge development for first- and second-generation Latino men college goers
Racialized Continuation Schools and Limited Structural Pathways: Centering the Voices of Criminalized Latino Boys
Background: For decades, disruptive students have been transferred to continuation schools, often considered their last chance. Purpose: This article aims to understand how Latino boys challenge the frequently negative perceptions about them and conceptualize their long-term aspirations. Findings: Our study highlights how students think about “making it out” of poverty and difficult life circumstances, how continuation schools foster a criminaliz…
Fostering accountability, practices, and policies to serve system-impacted young people across the carceral continuum: Translating research to action
Healing-centered alternative schools: Addressing the academic and social-emotional needs of Black and Latino/x young men
Building restorative school cultures: Insights from peer mediation programs in elementary and middle schools
In response to the harmful effects of punitive school discipline in the United States, there has been a call for change to move towards non-exclusionary and non-discriminatory interventions, such as peer mediation. In peer mediation programs, a cohort of students at a given school are trained on how to mediate conflicts between peers, working towards mutually beneficial solutions. While this alternative approach to school discipline has been adop…
Sociology (16 works) · Psychology (14 works) · Education Discipline and Inequality (12 works) · Political science (10 works) · Pedagogy (8 works) · Critical Race Theory in Education (7 works) · Medical education (6 works) · Medicine (6 works) · Bullying, Victimization, and Aggression (5 works) · Criminology (5 works)