Noah Borrero
Biographic Data
| ID | 779409 |
|---|---|
| NAME | Noah Borrero |
| GIVEN NAMES | Noah |
| FAMILY NAME | Borrero |
| SIGNATURE | BORRERO N |
| AFFILIATIONS | University of San Francisco |
| ORCID | 0000-0002-9530-5266 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
A New Era for Ethnic Studies: Hearing From Early-Career Educators
In 2030 Ethnic Studies will be a required course for all high schoolers in California's public schools. This paper examines the opportunities and challenges of this milestone and how the future of Ethnic Studies can impact the U.S. education system as a whole. Through highlighting the history of Ethnic Studies and presenting the perspectives of eight early career Ethnic Studies teachers and counselors, this study showcases the importance of Ethni…
Connecting Through Mapping: Introduction to the Ijme Special Issue
In this introduction to the special issue of IJME, we highlight the tensions and possibilities of maps and mapping as scholarly pursuits in critical, justice-oriented education. We discuss the potential for maps to portray deeply personal stories and perspectives of the world while also acknowledging their sometimes fixed and hierarchical attributes. Through this discussion, we show how maps can be potent forces of connection or separation. The a…
Embracing the Collective: Challenges and Opportunities in Teaching and Teacher Education in the Wake of Covid-19
Ongoing impacts of the COVID-19 pandemic highlight structural inequities in our educational systems and force educators to ask prominent questions about the role of school as conditions continue to shift. This paper explores challenges and opportunities for moving forward in the fields of teaching and teacher education. Through presenting a framework of education for liberation, sociocultural learning theory, and fostering cultural assets, the va…
The Covid-19 Pandemic and Emerging Cultural Assets
In an attempt to name challenges and envision possibilities facing educators during the COVID-19 pandemic, this article asks, what are examples of culturally relevant pedagogy emergent from forced distance-learning that promote and foster students’ cultural assets? The authors present a model for identifying cultural assets and reflect upon and share three examples from their teaching at the onset of the pandemic: (1) The Corona Chronicles, a sho…
Navigating the “Dual Pandemics: The Cumulative Impact of the Covid-19 Pandemic and Rise in Awareness of Racial Injustices among High School Students of Color in Urban Schools
We explored the psychological and educational impact of distance learning during the COVID-19 and racial injustice pandemics. The sample included 19 urban high school students of Color from the San Francisco Bay Area. Interview data were analyzed using Reflexive Thematic Analysis revealing seven themes: (1) challenges learning from home; (2) shifts that impact students’ experience with school; (3) emotions emerging from the COVID-19 pandemic; (4)…
Place matters: Exploring Native Hawaiian youths’ cultural selves, pride, and generativity
Native Hawaiian youth in schools frequently navigate assimilationist educational agendas, which inevitably influences their perceptions of self and expressions of mental health. Using an ecological theoretical framework emphasizing contextually based selves, we conducted in-depth interviews with 12 Native Hawaiian high school students about how they navigate experiences with racism and stereotypes, across the school, home, and cultural contexts. …
Fostering the Cultural Experiences and School Engagement of Samoan American Students in Urban Schools
We explored the associations of collective self-esteem and parent educational practices with school engagement in a sample of 128 Samoan middle and high school students in an urban school district. Simultaneous regression analysis revealed that each of these independent variables contributed to significant variance in school engagement. Specifically, the overall regression model accounted for 22% of the variance in school engagement. Collective s…
Using Ecological Asset Mapping to Investigate Pre-Service Teachers' Cultural Assets
We examined the impact of a pedagogical strategy, ecological asset mapping, on 19 pre-service teachers' self-exploration, development of respect for others, and critical examination of social injustice. Data were analyzed from participants' ecological asset maps and essays describing the experience of completing and sharing the maps. The analysis of the maps generated two themes, transitions over time and multiple identities whereas four themes e…
Bilingual and Proud of It: College-Bound Latinos/as and the Role of Interpreting in Their Success
With a focus on bilingual students’ sociocultural learning and cultural assets, the current study presents in-depth interview data from five bilingual Latino/a graduating seniors at a public high school in California. All five participants come from immigrant families and are first-generation college-bound students. Their voices speak to the role of bilingualism in their lives, its presence in many different cultural contexts, and its impact on t…
Fostering social support, leadership competence, community engagement, and resilience among Samoan American youth
Intergenerational Stories and the “Othering” of Samoan Youth in Schools
Developing a Culture of Resilience for Low-Income Immigrant Youth
Family and Cultural Predictors of Depression Among Samoan American Middle and High School Students
This study investigated family intergenerational conflict and collective self-esteem as predictors of depression in a sample of 128 Samoan middle and high school students. Simultaneous regression analyses revealed that each independent variable significantly contributed to an overall model that accounted for 13% of the variance in depression. Implications for counseling research and practice are discussed in terms of how schools may consider ways…
Evaluation of a Health Careers Program for Asian American and Pacific Islander High School Students
The authors evaluated a health careers program in a U.S. urban public high school. After small subgroups of the original sample were removed, participants included 162 Asian American and Pacific Islander students. Analyses of covariance indicated that, compared with the comparison group, the treatment group reported significantly higher levels of social support, school engagement, interest in learning, vocational expectations, and ethnic identity…
Nurturing Students’ Strengths: The Impact of a School-Based Student Interpreter Program on Latino/a Students’ Reading Comprehension and English Language Development
Framed within the growing population of English language learners (ELLs) in urban schools, this study examined the learning experiences of bilingual Latino/a students who were taught to serve as on-site interpreters at their inner-city K-8 school in California. Participants in the Young Interpreters Program had significantly higher scores in Reading Comprehension and Paraphrasing at posttest in comparison with their classmates. In addition, inter…
The Multidimensionality of Ethnic Identity Among Urban High School Youth
This study was designed to explore the associations of ethnic identity dimensions with collective self-esteem membership, school interest, student interest in learning, and community engagement among 406 ethnically diverse (Asian American, Black, Latino, Pacific Islander, and multiracial) high school students. Using the Ethnic Identity Scale, this article presents the relationships between school and community variables with students' perceptions…
Ecological English Language Learning Among Ethnic Minority Youth
To empirically investigate language learning in relational and cultural settings, the authors developed and administered the Ecological Language Learning and Academic Success scale to an ethnically diverse sample of 269 urban high school students who speak a language other than English at home. Exploratory factor analysis revealed a four-factor structure (Educational Learning, Friend-Based Learning, Family-Based Learning, and Community-Based Lear…
Preparing New Teachers for Urban Teaching: Creating a Community Dedicated to Social Justice
Focusing on community as a key element in teacher education, this paper highlights the importance of new teachers embarking on their careers with a vision for social justice. Paying specific attention to the need for effective teachers in America's urban schools, the author stresses purposeful development of this vision for social justice alongside practical skills for classroom instruction in teacher education. The Teacher Education for the Adva…
Navigating the “Dual Pandemics: The Cumulative Impact of the Covid-19 Pandemic and Rise in Awareness of Racial Injustices among High School Students of Color in Urban Schools
We explored the psychological and educational impact of distance learning during the COVID-19 and racial injustice pandemics. The sample included 19 urban high school students of Color from the San Francisco Bay Area. Interview data were analyzed using Reflexive Thematic Analysis revealing seven themes: (1) challenges learning from home; (2) shifts that impact students’ experience with school; (3) emotions emerging from the COVID-19 pandemic; (4)…
Ecological English Language Learning Among Ethnic Minority Youth
To empirically investigate language learning in relational and cultural settings, the authors developed and administered the Ecological Language Learning and Academic Success scale to an ethnically diverse sample of 269 urban high school students who speak a language other than English at home. Exploratory factor analysis revealed a four-factor structure (Educational Learning, Friend-Based Learning, Family-Based Learning, and Community-Based Lear…
The Multidimensionality of Ethnic Identity Among Urban High School Youth
This study was designed to explore the associations of ethnic identity dimensions with collective self-esteem membership, school interest, student interest in learning, and community engagement among 406 ethnically diverse (Asian American, Black, Latino, Pacific Islander, and multiracial) high school students. Using the Ethnic Identity Scale, this article presents the relationships between school and community variables with students' perceptions…
Nurturing Students’ Strengths: The Impact of a School-Based Student Interpreter Program on Latino/a Students’ Reading Comprehension and English Language Development
Framed within the growing population of English language learners (ELLs) in urban schools, this study examined the learning experiences of bilingual Latino/a students who were taught to serve as on-site interpreters at their inner-city K-8 school in California. Participants in the Young Interpreters Program had significantly higher scores in Reading Comprehension and Paraphrasing at posttest in comparison with their classmates. In addition, inter…
Bilingual and Proud of It: College-Bound Latinos/as and the Role of Interpreting in Their Success
With a focus on bilingual students’ sociocultural learning and cultural assets, the current study presents in-depth interview data from five bilingual Latino/a graduating seniors at a public high school in California. All five participants come from immigrant families and are first-generation college-bound students. Their voices speak to the role of bilingualism in their lives, its presence in many different cultural contexts, and its impact on t…
Evaluation of a Health Careers Program for Asian American and Pacific Islander High School Students
The authors evaluated a health careers program in a U.S. urban public high school. After small subgroups of the original sample were removed, participants included 162 Asian American and Pacific Islander students. Analyses of covariance indicated that, compared with the comparison group, the treatment group reported significantly higher levels of social support, school engagement, interest in learning, vocational expectations, and ethnic identity…
Family and Cultural Predictors of Depression Among Samoan American Middle and High School Students
This study investigated family intergenerational conflict and collective self-esteem as predictors of depression in a sample of 128 Samoan middle and high school students. Simultaneous regression analyses revealed that each independent variable significantly contributed to an overall model that accounted for 13% of the variance in depression. Implications for counseling research and practice are discussed in terms of how schools may consider ways…
Preparing New Teachers for Urban Teaching: Creating a Community Dedicated to Social Justice
Focusing on community as a key element in teacher education, this paper highlights the importance of new teachers embarking on their careers with a vision for social justice. Paying specific attention to the need for effective teachers in America's urban schools, the author stresses purposeful development of this vision for social justice alongside practical skills for classroom instruction in teacher education. The Teacher Education for the Adva…
Fostering the Cultural Experiences and School Engagement of Samoan American Students in Urban Schools
We explored the associations of collective self-esteem and parent educational practices with school engagement in a sample of 128 Samoan middle and high school students in an urban school district. Simultaneous regression analysis revealed that each of these independent variables contributed to significant variance in school engagement. Specifically, the overall regression model accounted for 22% of the variance in school engagement. Collective s…
Using Ecological Asset Mapping to Investigate Pre-Service Teachers' Cultural Assets
We examined the impact of a pedagogical strategy, ecological asset mapping, on 19 pre-service teachers' self-exploration, development of respect for others, and critical examination of social injustice. Data were analyzed from participants' ecological asset maps and essays describing the experience of completing and sharing the maps. The analysis of the maps generated two themes, transitions over time and multiple identities whereas four themes e…
Developing a Culture of Resilience for Low-Income Immigrant Youth
A New Era for Ethnic Studies: Hearing From Early-Career Educators
In 2030 Ethnic Studies will be a required course for all high schoolers in California's public schools. This paper examines the opportunities and challenges of this milestone and how the future of Ethnic Studies can impact the U.S. education system as a whole. Through highlighting the history of Ethnic Studies and presenting the perspectives of eight early career Ethnic Studies teachers and counselors, this study showcases the importance of Ethni…
Intergenerational Stories and the “Othering” of Samoan Youth in Schools
Preparing New Teachers for Urban Teaching: Creating a Community Dedicated to Social Justice
Focusing on community as a key element in teacher education, this paper highlights the importance of new teachers embarking on their careers with a vision for social justice. Paying specific attention to the need for effective teachers in America's urban schools, the author stresses purposeful development of this vision for social justice alongside practical skills for classroom instruction in teacher education. The Teacher Education for the Adva…
Ecological English Language Learning Among Ethnic Minority Youth
To empirically investigate language learning in relational and cultural settings, the authors developed and administered the Ecological Language Learning and Academic Success scale to an ethnically diverse sample of 269 urban high school students who speak a language other than English at home. Exploratory factor analysis revealed a four-factor structure (Educational Learning, Friend-Based Learning, Family-Based Learning, and Community-Based Lear…
Nurturing Students’ Strengths: The Impact of a School-Based Student Interpreter Program on Latino/a Students’ Reading Comprehension and English Language Development
Framed within the growing population of English language learners (ELLs) in urban schools, this study examined the learning experiences of bilingual Latino/a students who were taught to serve as on-site interpreters at their inner-city K-8 school in California. Participants in the Young Interpreters Program had significantly higher scores in Reading Comprehension and Paraphrasing at posttest in comparison with their classmates. In addition, inter…
The Multidimensionality of Ethnic Identity Among Urban High School Youth
This study was designed to explore the associations of ethnic identity dimensions with collective self-esteem membership, school interest, student interest in learning, and community engagement among 406 ethnically diverse (Asian American, Black, Latino, Pacific Islander, and multiracial) high school students. Using the Ethnic Identity Scale, this article presents the relationships between school and community variables with students' perceptions…
Evaluation of a Health Careers Program for Asian American and Pacific Islander High School Students
The authors evaluated a health careers program in a U.S. urban public high school. After small subgroups of the original sample were removed, participants included 162 Asian American and Pacific Islander students. Analyses of covariance indicated that, compared with the comparison group, the treatment group reported significantly higher levels of social support, school engagement, interest in learning, vocational expectations, and ethnic identity…
Developing a Culture of Resilience for Low-Income Immigrant Youth
Family and Cultural Predictors of Depression Among Samoan American Middle and High School Students
This study investigated family intergenerational conflict and collective self-esteem as predictors of depression in a sample of 128 Samoan middle and high school students. Simultaneous regression analyses revealed that each independent variable significantly contributed to an overall model that accounted for 13% of the variance in depression. Implications for counseling research and practice are discussed in terms of how schools may consider ways…
Fostering social support, leadership competence, community engagement, and resilience among Samoan American youth
Intergenerational Stories and the “Othering” of Samoan Youth in Schools
Bilingual and Proud of It: College-Bound Latinos/as and the Role of Interpreting in Their Success
With a focus on bilingual students’ sociocultural learning and cultural assets, the current study presents in-depth interview data from five bilingual Latino/a graduating seniors at a public high school in California. All five participants come from immigrant families and are first-generation college-bound students. Their voices speak to the role of bilingualism in their lives, its presence in many different cultural contexts, and its impact on t…
Using Ecological Asset Mapping to Investigate Pre-Service Teachers' Cultural Assets
We examined the impact of a pedagogical strategy, ecological asset mapping, on 19 pre-service teachers' self-exploration, development of respect for others, and critical examination of social injustice. Data were analyzed from participants' ecological asset maps and essays describing the experience of completing and sharing the maps. The analysis of the maps generated two themes, transitions over time and multiple identities whereas four themes e…
Fostering the Cultural Experiences and School Engagement of Samoan American Students in Urban Schools
We explored the associations of collective self-esteem and parent educational practices with school engagement in a sample of 128 Samoan middle and high school students in an urban school district. Simultaneous regression analysis revealed that each of these independent variables contributed to significant variance in school engagement. Specifically, the overall regression model accounted for 22% of the variance in school engagement. Collective s…
Place matters: Exploring Native Hawaiian youths’ cultural selves, pride, and generativity
Native Hawaiian youth in schools frequently navigate assimilationist educational agendas, which inevitably influences their perceptions of self and expressions of mental health. Using an ecological theoretical framework emphasizing contextually based selves, we conducted in-depth interviews with 12 Native Hawaiian high school students about how they navigate experiences with racism and stereotypes, across the school, home, and cultural contexts. …
The Covid-19 Pandemic and Emerging Cultural Assets
In an attempt to name challenges and envision possibilities facing educators during the COVID-19 pandemic, this article asks, what are examples of culturally relevant pedagogy emergent from forced distance-learning that promote and foster students’ cultural assets? The authors present a model for identifying cultural assets and reflect upon and share three examples from their teaching at the onset of the pandemic: (1) The Corona Chronicles, a sho…
Navigating the “Dual Pandemics: The Cumulative Impact of the Covid-19 Pandemic and Rise in Awareness of Racial Injustices among High School Students of Color in Urban Schools
We explored the psychological and educational impact of distance learning during the COVID-19 and racial injustice pandemics. The sample included 19 urban high school students of Color from the San Francisco Bay Area. Interview data were analyzed using Reflexive Thematic Analysis revealing seven themes: (1) challenges learning from home; (2) shifts that impact students’ experience with school; (3) emotions emerging from the COVID-19 pandemic; (4)…
Embracing the Collective: Challenges and Opportunities in Teaching and Teacher Education in the Wake of Covid-19
Ongoing impacts of the COVID-19 pandemic highlight structural inequities in our educational systems and force educators to ask prominent questions about the role of school as conditions continue to shift. This paper explores challenges and opportunities for moving forward in the fields of teaching and teacher education. Through presenting a framework of education for liberation, sociocultural learning theory, and fostering cultural assets, the va…
Connecting Through Mapping: Introduction to the Ijme Special Issue
In this introduction to the special issue of IJME, we highlight the tensions and possibilities of maps and mapping as scholarly pursuits in critical, justice-oriented education. We discuss the potential for maps to portray deeply personal stories and perspectives of the world while also acknowledging their sometimes fixed and hierarchical attributes. Through this discussion, we show how maps can be potent forces of connection or separation. The a…
A New Era for Ethnic Studies: Hearing From Early-Career Educators
In 2030 Ethnic Studies will be a required course for all high schoolers in California's public schools. This paper examines the opportunities and challenges of this milestone and how the future of Ethnic Studies can impact the U.S. education system as a whole. Through highlighting the history of Ethnic Studies and presenting the perspectives of eight early career Ethnic Studies teachers and counselors, this study showcases the importance of Ethni…
Sociology (17 works) · Psychology (15 works) · Pedagogy (8 works) · Social Psychology (7 works) · Early Childhood Education and Development (6 works) · Parental Involvement in Education (6 works) · Political science (6 works) · Critical Race Theory in Education (5 works) · Developmental psychology (5 works) · Ethnic group (5 works)