Concha Delgado-Gaitan – författare

A central theme in anthropoligical research is the socialization process. Yet, when applied to student life, the literature tends to neglect a frequent phenomena of student life: that students are uprooted from their home countries and resettled in culturally different areas. The contributors to School and Society provide a comparative assessment of how cultural knowledge relates to learning. Part I discusses qualitative research and national politics as they relate to cultural education. Part II explores American and Japanese day care centers, Peruvian schools, and the effects of Asian refugees on American schools. Part III examines peer socialization among Iranians, Israeli adolescents living on Kibbutzim, and other ethnic and cultural groups. In a final analysis, the editors attend to the very conception of culture and the need for cultural therapy: an understanding of one's own culture in order to study another's.

Fifteen years ago, Concha Delgado-Gaitan began literacy research in Carpinteria, California. At that time, Mexican immigrants who labored in nurseries, factories, and housekeeping, had almost no voice in how their children were educated. Committed to participative research, Delgado-Gaitan collaborated with the community to connect family, school, and community. Regular community gatherings gave birth to the ComitZ de Padres Latinos. Refusing the role of the victim, the ComitZ paticipants organized to reach out to everyone in the community, not just other Latino families. Bound by their language, cultural history, hard work, respect, pain, and hope, they created possibilities that supported the learning of Latino students, who until then had too often dropped out or shown scant interest in school. In a society that accentuates individualism and independence, these men and women look to their community for leadership, support, and resources for children. The Power of Community is a critical work that shows how communities that pull together and offer caring ears, eyes, and hands, can ensure that their children thrive—academically, socially, and personally. It offers a fresh approach and workable solution to the problems that face schools today.

"Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse."Michele Dean, PrincipalMontalvo Elementary School, Ventura, CARaise school attendance, reduce dropout rates, and improve academic performance of Latino students!Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families.Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement.Offering easily applied techniques for cultivating communication, this practical handbook examines Latino families and their educational aspirations for their children The communication systems needed between schools and Latino families How Latino families can assist their children at home Techniques to foster Latino parent involvement How to organize schoolwide parent involvement programs Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students.Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.

"Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse."Michele Dean, PrincipalMontalvo Elementary School, Ventura, CA

Raise school attendance, reduce dropout rates, and improve academic performance of Latino students!

Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families.

Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement.

Offering easily applied techniques for cultivating communication, this practical handbook examines

Latino families and their educational aspirations for their children The communication systems needed between schools and Latino families How Latino families can assist their children at home Techniques to foster Latino parent involvement How to organize schoolwide parent involvement programs

Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students.

Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.

Originally published in 1996. During the author's decade of critical ethnography in Carpinteria, California, she has illuminated the intricate relationships between Latino families as together they build a sociopolitical community to bridge family and school alliances. How they extend their learning from the social networks to the family arena and to the personal, and in reverse, represents their protean responses to the diversity and adversity in their lives. This life-story captures the collective and individual texts of the Latino children, their parents and educators used to empower themselves to transform discontinuity in an age where continuity is increasingly foreign.

Originally published in 1996. During the author's decade of critical ethnography in Carpinteria, California, she has illuminated the intricate relationships between Latino families as together they build a sociopolitical community to bridge family and school alliances. How they extend their learning from the social networks to the family arena and to the personal, and in reverse, represents their protean responses to the diversity and adversity in their lives. This life-story captures the collective and individual texts of the Latino children, their parents and educators used to empower themselves to transform discontinuity in an age where continuity is increasingly foreign.

Crossing Cultural Borders (1991) examines the day-to-day interaction of immigrant children with adults, siblings and peers in the home, school and community at large as these families demonstrate their skill in using their culture to survive in a new society. Children of Mexican and Central American immigrant families in Secoya crossed a national border, and continue to cross linguistic, social and cultural borders that separate the home, school and outside world.

Crossing Cultural Borders (1991) examines the day-to-day interaction of immigrant children with adults, siblings and peers in the home, school and community at large as these families demonstrate their skill in using their culture to survive in a new society. Children of Mexican and Central American immigrant families in Secoya crossed a national border, and continue to cross linguistic, social and cultural borders that separate the home, school and outside world.

"Concha Delgado Gaitan has provided a wonderful resource to all educators. The topics used to structure the chapters provide the reader with an orderly consideration of the school as a cultural entity itself. Most important, each chapter provides the reader with clear theoretical applications in a hands-on manner that is meaningful and easy to use."--Randall B. Lindsey, Professor Emeritus, California State University, Los AngelesPrincipal Associate, The Robins Group"Concha Delgado Gaitan brings a wealth of personal experience and years of research to Building Culturally Responsive Classrooms. It is thought provoking and challenges us to get to know and understand how culture affects students in order to foster the best working and learning environment."--Judy M. Alva, Elementary Vice PrincipalLodi Unified School District, CAAllow your classroom setting and instruction to reflect the rich diversity and values of your students!Teachers today are faced with the enormous responsibility of respecting students′ various cultures while creating learning settings that challenge them academically. Concha Delgado Gaitan shows how teachers honoring real culture can transform the context and content within their classroom and become culturally responsive to all their students. This invaluable resource covers the topics of classroom discipline, classroom arrangement, and parent and community involvement in order to create a culturally inclusive learning setting. In addition, Gaitan explains how teachers can use instructional strategies that are culturally responsive to teach literacy, mathematics, science, and more.Each accessible, user-friendly chapter contains: A personal reflection from a teacher The latest research and best practices A rich case example Guiding questions, reflective questions, and classroom applicationsBased on the author′s firsthand research, this handbook is ideal for individual teachers, mentoring pairs, and study groups.

"Concha Delgado Gaitan has provided a wonderful resource to all educators. The topics used to structure the chapters provide the reader with an orderly consideration of the school as a cultural entity itself. Most important, each chapter provides the reader with clear theoretical applications in a hands-on manner that is meaningful and easy to use."--Randall B. Lindsey, Professor Emeritus, California State University, Los AngelesPrincipal Associate, The Robins Group"Concha Delgado Gaitan brings a wealth of personal experience and years of research to Building Culturally Responsive Classrooms. It is thought provoking and challenges us to get to know and understand how culture affects students in order to foster the best working and learning environment."--Judy M. Alva, Elementary Vice PrincipalLodi Unified School District, CAAllow your classroom setting and instruction to reflect the rich diversity and values of your students!Teachers today are faced with the enormous responsibility of respecting students′ various cultures while creating learning settings that challenge them academically. Concha Delgado Gaitan shows how teachers honoring real culture can transform the context and content within their classroom and become culturally responsive to all their students. This invaluable resource covers the topics of classroom discipline, classroom arrangement, and parent and community involvement in order to create a culturally inclusive learning setting. In addition, Gaitan explains how teachers can use instructional strategies that are culturally responsive to teach literacy, mathematics, science, and more.Each accessible, user-friendly chapter contains: A personal reflection from a teacher The latest research and best practices A rich case example Guiding questions, reflective questions, and classroom applicationsBased on the author′s firsthand research, this handbook is ideal for individual teachers, mentoring pairs, and study groups.

Help your Latino students become college-bound!You know that your Latino students face harsh odds. By the numbers, Latinos are the most underrepresented group on college campuses. How can educators guide students to overcome those barriers? This groundbreaking book has the answers you need, brought together from the nation′s most outstanding college-readiness programs for Latino students.Concha Delgado Gaitan, an award-winning professor, scholar, and first-generation Latina college graduate, shares winning strategies that work—districtwide and within your school. In this book, you′ll find guidance on:Creating a "college culture" in elementary, middle, and secondary schools, both within the classroom and throughout the building Working with families and community organizations to promote Latino students′ school achievement and college goalsBest practices for coaching students, including five essentials for college preparednessWhether you′re a superintendent, principal, counselor, or classroom teacher, Creating a College Culture for Latino Students can help you make a difference in the lives of your Latino students and support them on their path to college. "Delgado Gaitan′s writing justifies the need for a comprehensive strategy starting at an early age in a child′s life to ensure the dream of a college education."—Rosemary Papa, Del and Jewell Lewis Endowed Chair of Educational LeadershipNorthern Arizona University"The inclusion of stories depicting the actual and courageous journeys that students have traveled to achieve their goal is both poignant and impressive. Of particular note, Delgado Gaitan covers the topic of college planning with parents, a critical component of the successful Latino experience."—Carmella S. Franco, Former Superintendent and State-Appointed TrusteeWhittier, CA