Leticia Rojas
Biographic Data
| ID | 910386 |
|---|---|
| NAME | Leticia Rojas |
| GIVEN NAMES | Leticia |
| FAMILY NAME | Rojas |
| SIGNATURE | ROJAS L |
| AFFILIATIONS | Brandman University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics
The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member’s digital critical race praxis (DigitalCrit …
The Role of Mestiza Consciousness in Three Dimensions of Educational Expectations: A Self-Narrative of Borderland Pedagogy
This manuscript examines the ways that a Queer Chicana teacher’s multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland p…
The significance of the racial contract in teachers’ college expectancies for students of color
Drawing on the theories of the racial contract and whiteness as property, this one-year qualitative case study explored the ways in which 27 classroom teachers harnessed school structure and classroom curriculum to support the college readiness of students of color in two California school districts. The study discovered that these teacher participants displayed different degrees of race consciousness, prompting contradictory expectancy practices…
Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color
This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois's concept of sympa…
Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom
Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color
This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois's concept of sympa…
The Role of Mestiza Consciousness in Three Dimensions of Educational Expectations: A Self-Narrative of Borderland Pedagogy
This manuscript examines the ways that a Queer Chicana teacher’s multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland p…
The significance of the racial contract in teachers’ college expectancies for students of color
Drawing on the theories of the racial contract and whiteness as property, this one-year qualitative case study explored the ways in which 27 classroom teachers harnessed school structure and classroom curriculum to support the college readiness of students of color in two California school districts. The study discovered that these teacher participants displayed different degrees of race consciousness, prompting contradictory expectancy practices…
Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom
Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom
Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color
This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois's concept of sympa…
The significance of the racial contract in teachers’ college expectancies for students of color
Drawing on the theories of the racial contract and whiteness as property, this one-year qualitative case study explored the ways in which 27 classroom teachers harnessed school structure and classroom curriculum to support the college readiness of students of color in two California school districts. The study discovered that these teacher participants displayed different degrees of race consciousness, prompting contradictory expectancy practices…
The Role of Mestiza Consciousness in Three Dimensions of Educational Expectations: A Self-Narrative of Borderland Pedagogy
This manuscript examines the ways that a Queer Chicana teacher’s multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland p…
Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics
The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member’s digital critical race praxis (DigitalCrit …
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Critical Race Theory in Education (4 works) · Political science (4 works) · Social science (4 works) · Curriculum (3 works) · Teacher education (3 works) · Teacher Education and Leadership Studies (3 works) · Consciousness (2 works)