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'I Am Not a Failure': Embracing the Assets of Latinas in Continuation High Schools

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Title: 'I Am Not a Failure': Embracing the Assets of Latinas in Continuation High Schools
Language: English
Authors: Hernandez, Edwin, Ortez, Johanna E.
Source: Journal of Latinos and Education. 2022 21(5):438-451.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High Schools, Continuation Students, High School Students, Hispanic American Students, Females, Academic Aspiration, Student Attitudes, Student Experience
Geographic Terms: California
DOI: 10.1080/15348431.2019.1670662
ISSN: 1534-8431
1532-771X
Abstract: This study centers the experiences of 9 Latinas enrolled in a continuation high school. This study attempts to understand how this continuation school engages with Latinas and attempts to improve their conditions and opportunities in this marginalized sector that is overrepresented with racially minoritized youth. Despite all the challenges they have encountered, their resiliency and agency was evident in their narratives as they remain hopeful and optimistic about their education and future. This study offers recommendations for continuation high schools on how to engage and support the educational aspirations of Latinas.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1369900
Database: ERIC
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  Value: <anid>AN0159842351;hd001nov.22;2022Oct27.04:02;v2.2.500</anid> <title id="AN0159842351-1">"I am Not a Failure": Embracing the Assets of Latinas in Continuation High Schools </title> <p>This study centers the experiences of 9 Latinas enrolled in a continuation high school. This study attempts to understand how this continuation school engages with Latinas and attempts to improve their conditions and opportunities in this marginalized sector that is overrepresented with racially minoritized youth. Despite all the challenges they have encountered, their resiliency and agency was evident in their narratives as they remain hopeful and opmistic about their education and future. This study offers recommendations for continuation high schools on how to engage and support the educational aspirations of Latinas.</p> <p>Keywords: Latinas; education; continuation high schools; narratives; qualitative research</p> <hd id="AN0159842351-2">Introduction</hd> <p>Over the last few years, Latinas high school and college graduation rates have increased (Gándara & White House Initiative on Educational Excellence for Hispanics, [<reflink idref="bib17" id="ref1">17</reflink>]), this includes enrolling and graduating in higher education at higher rates than Latino males (Gándara et al., [<reflink idref="bib15" id="ref2">15</reflink>]; Zarate & Burciaga, [<reflink idref="bib51" id="ref3">51</reflink>]). Despite their increase of enrollment and completion rates in college for Latinas, they still remain underrepresented in every sector along the higher education pipeline (Contreras & Gándara, 2006; Espino, [<reflink idref="bib11" id="ref4">11</reflink>]; Espinoza, [<reflink idref="bib12" id="ref5">12</reflink>]; Gándara & White House Initiative on Educational Excellence for Hispanics, [<reflink idref="bib17" id="ref6">17</reflink>]; Sy & Romero, 2008; U.S. Census Bureau, [<reflink idref="bib45" id="ref7">45</reflink>]; Watford, Rivas, Burciaga & Solorzano, [<reflink idref="bib50" id="ref8">50</reflink>]). While Latinas enroll in higher education at similar rates "as their non-Latina counterparts (about 60%), they are less likely to earn college degrees and go on to graduate or professional school" (as cited in Espinoza, 2010, p. 318; Contreras & Gándara, [<reflink idref="bib10" id="ref9">10</reflink>]; Espinoza, [<reflink idref="bib12" id="ref10">12</reflink>]; Sy & Romero, [<reflink idref="bib42" id="ref11">42</reflink>]; Watford et al., [<reflink idref="bib50" id="ref12">50</reflink>]). The fact that Latinas are not persisting in higher education is of great concern, as nearly one in five women in the United States is a Latina, thus, it is imperative to raise their educational attainment at every sector of the educational pipeline (Espino, 2016; Espinoza, 2010; Gándara & White House Initiative on Educational Excellence for Hispanics, [<reflink idref="bib17" id="ref13">17</reflink>]).</p> <p>The need to closely examine the educational trends and outcomes of Latinas is critical, specifially, a closer examination is necessary in California's continuation high schools which has experienced an increase of enrollment of Latinas in this sector along the educational pipeline that remains overlooked in educational research (Hernandez, 2018; Malagon & Alvarez, 2010). In California, continuation high schools are one type of alternative school/program that is considered to be a last step prior to students being pushed out of school entirely (Malagon, [<reflink idref="bib26" id="ref14">26</reflink>]). In 2016, nearly 14,709 Latinas enrolled in Calfiornia's continuation high schools after being pushed out of traditional schools for academic, attendance, and or/behavioral referrals (California Department of Education [CDE], [<reflink idref="bib6" id="ref15">6</reflink>]; Hernandez, 2018). Although Latinas (26 percent) are outnumbered in continuation high schools by Latino males (44 percent) (CDE, [<reflink idref="bib6" id="ref16">6</reflink>]), it is important to raise awareness about the growing numbers of Latinas that are being left behind in this educational sector. Therefore, there is a need to examine the type of institutional support that Latinas receive and how they respond to the support services being offered in continuation high schools.</p> <p>The need to focus on Latinas who attend continuation high schools is important as one in four students in continuation schools is Latina (CDE, [<reflink idref="bib6" id="ref17">6</reflink>]; Hernandez, 2018). While the limited research in continuation schools has predominantly focused on boys and young men of color (Hernandez, 2017; Huerta & Rios-Aguilar, [<reflink idref="bib21" id="ref18">21</reflink>]; Malagon, [<reflink idref="bib26" id="ref19">26</reflink>], 2011), minimal attention has been given to the educational experiences of Latinas (for exceptions see Hurtado, Hernandez, & Haney, [<reflink idref="bib22" id="ref20">22</reflink>]; Malagon & Alvarez, [<reflink idref="bib28" id="ref21">28</reflink>]). In fact, ethnographic research has documented how the experiences and needs of Latinas has been ignored due to the large concentration of males of color in continuation schools (Hurtado et al., [<reflink idref="bib22" id="ref22">22</reflink>]). In response, this study aims to explore the gendered and racialized experiences of Latinas in continuation high schools to better understand how these institutitons support or hinder their educational aspirations. This paper also does not intend to ignore the needs of males of color in continuation high schools, however, it does attempt to bring a more nuance understanding to the particular experiences of Latinas. For this reason, we focus on the narratives of 9 Latina students, who have been pushed out of traditional public schools, have lived or currently live in unstable home structures, face mental health challenges, have been in the foster care system, involved in the juvenile (in)justice system, are teen mothers, and/or formerly gang-involved. It is of great importance to understand how this continuation school engages with Latinas and attempts to improve their conditions and opportunities in this marginalized sector that is overrepresented with racially minoritized youth. This study is guided by two research questions:</p> <p></p> <ulist> <item> What can institutions learn from the assets that Latinas in continuation high schools possess?</item> <p></p> <item> How does a continuation high school help or hinder the educational experiences of Latinas?</item> </ulist> <hd id="AN0159842351-3">Latinas in California's continuation high schools</hd> <p>In California the number of continuation schools has grown immensely across the state. Over the last 53 years, the number of continuation high schools has expanded from 13 to 441 continuation high schools, which are located across California in urban, rural, and suburban communities (CDE, [<reflink idref="bib6" id="ref23">6</reflink>]; Hernandez, 2018). The purpose of California's continuation high schools has been to meet the educational needs of a diverse student population, which include students who have fallen behind on academic credits, have been referred due to behavioral problems, are pregnant or parenting teens, have been labeled "at-risk" of dropping out, or need a more flexible schedule to fit in work or other responsibilities (Foley & Pang, [<reflink idref="bib14" id="ref24">14</reflink>]; Hernandez, 2017; Kelly, [<reflink idref="bib23" id="ref25">23</reflink>]; Nygreen, 2013; Warren, [<reflink idref="bib49" id="ref26">49</reflink>]). Each year, many Latinas and other racially minoritized youth who experience exclusionary practices in mainstream public schools are pushed into continuation schools that have yet to be fully examined by educational research (Malagon, [<reflink idref="bib27" id="ref27">27</reflink>]). It is estimated that continuation schools serve nearly 12 percent of California's high school student population (Ruiz de Velasco et al., [<reflink idref="bib38" id="ref28">38</reflink>]).</p> <p>One of the prevailing narratives surrounding continuation high schools within secondary education is how they operate as "dumping grounds" or "warehouses" for Latinas and other racially minoritized youth who have been labeled from a deficit-centered perspective that represents them as "losers" and/or "low-achievers" (Kelly, [<reflink idref="bib23" id="ref29">23</reflink>]; Malagon, [<reflink idref="bib26" id="ref30">26</reflink>]; Nygreen, 2013). This educational deficit discourse is problematic as it views Latinas as the problem, rather than recognizing the resistance of racially minoritized youth in continuation schools to exercise their agency to remove themselves from oppressive, traumatic, and hostile conditions throughout their schooling experiences (Malagon, [<reflink idref="bib26" id="ref31">26</reflink>]). The discourse of viewing students as "losers" or "low-achievers" has significant implications as some Latinas and other racially minoritized youth come to internalized those deficit messages.</p> <p>Research on the educational experiences of Latinas has documented how they are often targets of discrimination in school facing differencial treatment, underrepresentation in advanced placement classes, and lower teacher expectations (McWhirter, Garcia, & Bines [<reflink idref="bib29" id="ref32">29</reflink>]). In addition, Latinas are more likely to attend high poverty and segregated public schools, with the exception of Black females (Gándara & White House Initiative on Educational Excellence for Hispanics, [<reflink idref="bib17" id="ref33">17</reflink>]). Latinas attending high-poverty schools are more likely to attend institutions with fewer resources to meet their needs (Burciaga, [<reflink idref="bib4" id="ref34">4</reflink>]; Burciaga & Erbstein, [<reflink idref="bib5" id="ref35">5</reflink>]). This includes having inadequate facilities, lack of high level curricula, under qualified teachers with little experience, more behavioral referrals, lower expectations for students, and a high turnover for both students and school personel (Gándara & White House Initiative on Educational Excellence for Hispanics, [<reflink idref="bib17" id="ref36">17</reflink>]). Despite these barriers, Latinas are continously being contested as they challenge negative stereotypes by earning honor roll, pursuing positive identities, developing healthy relationships, and using their voices to adress unequal treatment (Kiyama, Harris, & Dache-Gerbino, [<reflink idref="bib24" id="ref37">24</reflink>]). Literature also suggests that the support of Latinas parents, teachers, and school is directly correlated to higher academic achievement (McWhirter et al., [<reflink idref="bib29" id="ref38">29</reflink>]; Sayman, [<reflink idref="bib39" id="ref39">39</reflink>]; Taggart, [<reflink idref="bib43" id="ref40">43</reflink>]). In contrast, according to Taggart ([<reflink idref="bib43" id="ref41">43</reflink>]) students who experience discrimination in school, develop lower levels of academic achievement in regards to grades and post-secondary education. That is why it is imperative that we examine how continuation schools create structures that support Latinas educational outcomes and aspirations.</p> <p>The gendered and racialized experiences of Latinas is important to understand in the continuation high school context, as Hurtado et al. ([<reflink idref="bib22" id="ref42">22</reflink>]) found that Latinas were futher marginalized and overlooked in this educational sector due to the overrepresentation of young men of color. Thus, many Latinas felt disconnected and neglected in continuation high schools. While, educational research in continuation schools has characterized Latinx students from a deficit-centered representation, Malagon and Alvarez ([<reflink idref="bib28" id="ref43">28</reflink>]) study found that Chicana students in continuation schools are both willing and able to succeed academically in spite of the challenges they faced in school. In their study, Malagon and Alvarez ([<reflink idref="bib28" id="ref44">28</reflink>]) draw on extensive oral histories with five Chicana students who attended continuation school, all whom persisted and eventually enrolled in community college, then four-year colleges, and eventually graduate programs. Over the course of their schooling experiences, these Chicana students gained the critical consciousness necessary to examine their educational pathways and the institutions that had failed them. They reported that during their schooling, both the teachers and administrators failed to provide them with the care and resources they needed to succeed. They also felt that their experiences were not validated, and as a result, they felt alienated and resisted the system that marginalized and oppressed them.</p> <p>Despite the lack of representation and opportunities given, Chicana students exceeded expectations by completing continuation high school and graduating from college (Malagon & Alvarez, [<reflink idref="bib28" id="ref45">28</reflink>]). This study contributes to the educational pipeline discourse by shedding light on the potential of Chicana students from continuation high school who enrolled, persisted, and completed their higher education. Furthermore, the narratives from the five Chicana women is a call to action for educators and scholars to refute the notion that students in continuation high schools are low-achievers, and to view them as capable of academically achieving in higher education. Malagon and Alvarez's ([<reflink idref="bib28" id="ref46">28</reflink>]) study contributes to the discussion of how we view these learning environments and the need to focus more attention and resources to strengthen a college-going culture in alternative school settings.</p> <p>While recent educational research has documented the assets of high achieving Students of Color in comprehensive high schools and higher education settings (Conchas, [<reflink idref="bib9" id="ref47">9</reflink>]; Harper & Associates, [<reflink idref="bib18" id="ref48">18</reflink>]; Howard & Associates, [<reflink idref="bib20" id="ref49">20</reflink>]; Pérez, [<reflink idref="bib34" id="ref50">34</reflink>]), limited scholarship has explored the asset-based strategies of Latina students in continuation high schools (for an exception see Malagon & Alvarez, [<reflink idref="bib28" id="ref51">28</reflink>]). Therefore, this study seeks to understand how Latinas experience the continuation school and the practices that either reproduce oppression or transform a space for them to regain a sense of purpose towards their educational aspirations.</p> <hd id="AN0159842351-4">Theoretical framework</hd> <p>This study draws on Rodriguez ([<reflink idref="bib35" id="ref52">35</reflink>]) conceptual framework of the <emph>Paradigm to Understand and Examine Dropout and Engagement in Society</emph> (PUEDES) to examine how Latinas exercise their agency within the structure and culture of a continuation high school. The application of PUEDES in this study is helpful to address the research questions of this study as it "provides a three-dimensional approach to understanding why students drop out or are pushed out of school" in addition to the possibility of understanding why they engage in school (Rodriguez, [<reflink idref="bib35" id="ref53">35</reflink>], p. 132). The three-dimensional approach to this framework informs how we: 1) understand the school <bold><emph>structur</emph></bold><emph><bold>e</bold></emph>, 2) the <bold><emph>agency</emph></bold> of Latina youth, and 3) the <bold><emph>culture</emph></bold> of a continuation school. While the framework has been primarily used to examine the factors associated with students being pushed out of school, in this study, we use PUEDES to center the agency of 9 Latinas, as well a show the structure and culture of a continuation high school influences how they academically and socially engage in this educational setting. PUEDES is an interconnected framework that allows us to understand students educational pathways and how this continuation high school attempts to create a genuine alternative to the barriers Latina students faced in traditional public schools. To help inform both of the research questions, in the next section, we present how the PUEDES framework of structure-agency-culture inform how Latinas engage in a continuation high school.</p> <p>In this study, the <bold><emph>structur</emph></bold><emph><bold>e</bold></emph> refers to the set of policies, procedures, rules, and resources; which includes how people, resources, and spaces are allocated in and out the school context (Acevedo-Gil, [<reflink idref="bib1" id="ref54">1</reflink>]; Conchas, [<reflink idref="bib8" id="ref55">8</reflink>]; Martinez & Huerta, 2018; Noguera, [<reflink idref="bib32" id="ref56">32</reflink>]; Rodriguez, [<reflink idref="bib35" id="ref57">35</reflink>]). For this study, the structure is defined by the enrollment characteristics, curriculum, partnerships, policies, and the small learning environment, which directly influence the experiences of Latinas in a continuation high school. The structure provides a lens to examine how the resources that continuation schools receive will influence how educators directly engage and support Latinas.</p> <p>At the center of the PUEDES framework, is the <bold><emph>agency</emph></bold> of Latinas which refers to a combination of their individual actions, beliefs and lived experiences and is "shaped by various structural and cultural factors and processes in school" (Rodriguez, [<reflink idref="bib36" id="ref58">36</reflink>], p. 30) which then influences their decision to engage or disengage in their school or community context (Brown & Rodriguez, [<reflink idref="bib3" id="ref59">3</reflink>]; Rodriguez, [<reflink idref="bib35" id="ref60">35</reflink>]). This study focuses on the agency of Latinas by examining their behaviors, attitudes, feelings, and dispositions at the continuation school (Acevedo-Gil, [<reflink idref="bib1" id="ref61">1</reflink>]; Brown & Rodriguez, [<reflink idref="bib3" id="ref62">3</reflink>]; Rodriguez, [<reflink idref="bib35" id="ref63">35</reflink>]; Stanton-Salazar, [<reflink idref="bib41" id="ref64">41</reflink>]). Therefore, the agency of Latinas in this continuation school context is shaped by the structure and cultural factors embedded in the institution (Rodriguez, [<reflink idref="bib35" id="ref65">35</reflink>], [<reflink idref="bib36" id="ref66">36</reflink>]).</p> <p>The <bold><emph>school culture</emph></bold> of an institution is crucial as it can shape students toward academic success or failure (Acevedo-Gil, [<reflink idref="bib1" id="ref67">1</reflink>]; Conchas, [<reflink idref="bib8" id="ref68">8</reflink>]; Rodriguez, [<reflink idref="bib35" id="ref69">35</reflink>]; Valenzuela, [<reflink idref="bib48" id="ref70">48</reflink>]). For this study, school culture includes the relationships among Latinas and educators, the mentorship received, classroom culture which includes instruction, communication, validation, and the expectations and support that occur inside the classroom space and what make this continuation high school unique.</p> <hd id="AN0159842351-5">Methodology</hd> <p>This study draws data from a larger qualitative study (Hernandez, 2018) that explored the educational trajectories of a diverse set of students from various racial/ethnic, class, and gender backgrounds attending Puente Baluarte[<reflink idref="bib1" id="ref71">1</reflink>]. Similar to the work of Lawrence-Lightfoot ([<reflink idref="bib25" id="ref72">25</reflink>]), the large study incorporated a methodological approach to search for "goodness" within a continuation school. This approach was a strategic move to shift away from the deficit-centered perspectives surrounding youth in continuation schools, as this alternative search provides a more humanizing account of students' lived experiences and interrogates the larger structural systems of inequity that contribute to the marginalization of this community (Hernandez, 2018). For this study, we draw on narrative profiles to examine the day-to-day experiences of 9 Latinas and how they engage in a continuation school (Seidman, 2013). This study centers their day-to-day experience at Puente Baluarte Continuation High School in addition to their student agency. Latina students enacted their agency to further their educational and social success, despite the numerous barriers they encountered, both within the education system and in society at large.</p> <hd id="AN0159842351-6">Puente Baluarte continuation high school</hd> <p>Puente Baluarte Continuation High School is located in the city of Cruz, a large urban/suburban community in southern California. Puente Baluarte serves students enrolled in grades ten through twelve. The school has a large and open campus, which connects with another alternative school, a comprehensive school, an adult school, and the school district offices. Puente Baluarte has been described by some students, as an institution that welcomes students with open arms, while some administrators have described the role of this institution as a revolving door of opportunities.</p> <p>In the 2016–17 academic year, the average enrollment at Puente Baluarte was 514 students. Puente Baluarte serves nearly five percent of all the district's enrolled students in addition to providing services to students from outside of the school district and the surrounding communities. Nearly 88 percent of the student population at Puente Baluarte identified as Latinx. Most of the students come to Puente Baluarte for a range of reasons from falling behind on their academic credits, discipline transfer, and other reasons include residential and school mobility. Additionally, some students come to Puente Baluarte because they are exiting the juvenile (in)justice system or custody from foster care.</p> <hd id="AN0159842351-7">Data collection</hd> <p>All data for this study was collected at Puente Baluarte Continuation School during the 2016–17 academic school year. Data was collected using various qualitative modes of data collection, ranging from participant observations, document analysis, and semi-structured interviews with nine students who broadly self-identified as Latina, with five more specifically identifying as Mexican/Mexican American. The goal of the study was to capture a diverse range of student experiences and how the school itself served Latina students who are homeless, pregnant, teen mothers, foster youth, formerly incarcerated, probation youth, and/or immigrant youth. Thus, through purposeful and snowball sampling methods, the nine Latina students who were part of this study fit one or more of the categories mentioned above. Through the efforts of teachers, the school principal, and other school staff, we were able to identify students for the study. In addition, we had the opportunity to individually engage and recruit students for interviews while spending time at the student center on campus. As a result of the small school setting, we were able to see the students in multiple settings, in various classrooms, before or after school, in the student center, and during various school activities. Individual interview questions focused on five broad categories: 1) experiences prior to continuation school 2) experiences at Puente Baluarte 3) relationships with peers and educators at Puente Baluarte 4) perceptions of the school structure and culture, and 5) future aspirations and perceptions of opportunities presented at Puente Baluarte.</p> <hd id="AN0159842351-8">Data analysis and coding</hd> <p>To begin analyzing the data, we crafted narrative profiles to reduce and shape the interview material in a form that can be displayed (Seidman, 2013). We then developed narratives and themes as a form to analyze, interpret, and share interview data (Seidman, [<reflink idref="bib40" id="ref73">40</reflink>]). To interpret the data, we crafted the profiles and organized themes across all student profiles, we reviewed for consistency or inconsistency with the literature, and inquired about new insights that build on the existing research literature (Seidman, 2013). Additionally, the triangulation of the different data sources was an iterative process throughout to help build a coherent justification for the narrative profiles and emerging themes (Seidman, [<reflink idref="bib40" id="ref74">40</reflink>]). For the purpose of this study, two students (Laura and Jenny) are the focal point of analysis in this study. Laura and Jenny were selected as the focal participants to represent a diverse range of demographics and experiences within a continuation high school. It is important to note that this study does not represent or capture the entire experiences of Latinas or girls of color in continuation schools or we frame it in a way that describes that all students in continuation schools represent or encounter the aforementioned experiences.</p> <hd id="AN0159842351-9">Findings</hd> <p>Findings from this study shed light to a population that is continuously overlooked in educational research and disproportionately represented in continuation schools – Latinas. In the next section, we provide a short description of the focal participants Laura and Jenny, followed by an introduction to the theme, and the narratives of both Latinas. Each narrative and theme will be supported and triangulated with observations and interview data from other Latina students.</p> <hd id="AN0159842351-10">Continuation youth assets: value of education and future aspirations</hd> <p>Laura is a Latina and has heritage from Central America and Mexico. Currently she is in her junior year and intends to graduate from Puente Baluarte. Laura is the oldest in her family and her parents' divorce had an impact on her academic and social development. Laura's narrative provides a glimpse into the narratives of immigrant youth and their additional responsibilities since she takes care of her younger siblings and has a part-time job to help her mom with finances. An important asset that is often overlooked in the literature of continuation schools, is the contribution of continuation youth to their families and communities. For instance, Laura's narrative is a testament of the potential of continuation students and their ability to contribute to society and care for others:</p> <p>I think one thing that did help me was me earning my gold award to show that I can accomplish things and I'm not a failure. I'm a Girl Scout. But it's like a big deal to earn it [gold award]. So I wanted to show people that I can do things and not give up. I did it in Tijuana. What I did was – I collected school supplies and backpacks for children who can't afford them ... I did some of my own research because I wanted to make sure that my project was going to benefit somebody who needed it ... And I worked with a non-profit organization called Healing Hearts Across Borders. What they do is they go down every four months and provide free medical and dental care to people who need it. They also provide food, clothing and like necessities. So, that's what I did.</p> <p>Laura described the importance of researching and connecting with an organization that will benefit and serve communities in need. In her service project, she connected with a nonprofit organization to provide supplies and backpacks for children in Tijuana, Mexico. In her own words, Laura described that earning her gold award as a girl scout was important for her and to show others that she's not a "failure." In fact, this form of civic engagement and recognition for Laura describes part of her identity development and shifting her perspective from individual self-blame toward a healing process that contributed toward finding purpose in her life. Overall, these are stories that have not been captured or received the necessary attention to help shift the perspective about Latinas and other youth in continuation schools within educational research. However, Laura's work and contribution did not go unnoticed within the Cruz School District, as she was recognized by the school district with an award for her service project with a nonprofit organization and community efforts was celebrated in the monthly electronic newsletter sent to all members of the school district. Therefore, this is also an intentional practice by the school to highlight and celebrate the excellence that exist among continuation schools and the important work that continuation youth are doing in the community.</p> <p>In this study, Laura and many other students shared their perspectives and value for education and orientation toward their aspirations and experience in schools. The narrative of Laura, documents the assets and strengths of continuation youth as they persist in school, despite the many obstacles outside of school that are out of their control. In her interview and observations, Laura is one of the many students at Puente Baluarte that thrives inside and outside of the classroom and is highly engaged in multiple clubs and organizations on campus. In addition, Laura highlights her experience in a dual-enrollment course that is offered on-campus by the local community college, as she shared her interactions with the community college counselor that visits the continuation school each week:</p> <p>So I will walk around campus and I would see the Sociology 101 class being offered. My teachers would talk about it ... So, he'll [community college counselor] be there and then we talk about [community college] offers, my interest in going to [community college], we talked about the classes, the deadlines, the assignments, and stuff like that. But when I first got into the sociology class, he would come talk to me and then he would be like okay, so how are you liking it so far ... for maybe like every three weeks like how are you like. It get's good.</p> <p>In this exchange, Laura highlights the support from the community college counselor that intentially outreaches to students at the continuation school and transmits knowledge about the dual-ernollment courses available. While Puente Baluarte is one of the continuation high schools that have a partnership with their local community college, Laura provides a starting point to unpack the experiences of students in dual enrollment courses in continuation schools, but also other elements of the continuation high school and community college partnership.</p> <p>To further understand her experience in the Introduction to Sociology course, Laura shared the following:</p> <p>It was fun [community college class] because we actually got like that extra perspective on life like I thought just walking to the grocery store people would like give me a look and I found out why. And then we talked about like stereotyping and how people in society today, we get judged by the way we look, by the color of our skin. So, I liked it a lot because I was always into that stuff. I think that the theories that we learned in there really just blows your mind like knowing that actually happens without you knowing it ... She [community college instructor] also has you get in a group and talk with different people and work in class assignments. So, we would get perspective of everybody else's vision or the ways they see it so, we would benefit from other people.</p> <p>Laura is one of the students in the continuation school that took advantage of this opportunity and completed the Introduction to Sociology course offered by the local community college. In her experience, she shared gaining a deeper understanding and incorporating the theories learned in class into her own experiences as a young Latina women of color. Furthermore, she acknowledges the community college instructor's ability to foster engagement among students. For instance, through class assignments Laura had the opportunity to learn from others and her own perspective on a topic discussed in class. Despite Laura's narrative of highlighting the "goodness" in this partnership, during the observations and interviews with other students at Puente Balurate, from the 40 students who enrolled in the community college course, many of them did not complete the course. In short conversations with other students, some of the reasons why students did not complete was due to the amount of pressure of trying to balance regular school and other life circumstances with the community college course. Additionally, students described how the time of the class did not align with their scheduled due to transportation issues, given that the class was after school, but some had to leave immediately after school to take the bus.</p> <p>Although the partnership with the local community college is not perfect, there were other critical components of the program that contributed to students transition and enrollment into the community college sector after graduation. For example, Mireya, a Latina student who graduated from Puente Baluarte and enrolled in the local community college, described how the partnership with the local community college was an important program for her academic development. Furthermore, she emphasized the pivotal role of the community college counselor who met with students on a weekly basis at Puente Baluarte. Mireya noted:</p> <p>[The community college counselor] showed me the classes that I would have to take for the major that I want to do. He actually helped me apply to [local community college]. So, if it wasn't for him I would have probably never done it and I'll probably just be overstressing myself in trying to apply for the [local community college].</p> <p>Despite the challenges with the dual credit courses, Mireya provides other benefits of the continuation school and community college partnership. In this way, having a community college liaison on-campus on a weekly basis was important, as Mireya had the support from the community college counselor, as he would help Mireya and other students enroll into community college, inform them about majors and careers, financial aid, and work-study opportunities. Mireya graduated early from high school and was the valedictorian of her class at Puente Baluarte. Through my observations, I had the honor of seeing Mireya deliver the keynote speech and walk the stage during her graduation. After completing her first semester of community college, Mireya returned to Puente Baluarte to share her experience as a former student at Puente Baluarte with community board members during the Western Association of Schools and Colleges (WASC) committee review. In her interview and during this observation, Mireya described her growth, development, and institutional support she received that helped her transition into higher education. The interview and observations with Mireya, is one of the many examples of why access to alumni is important for them to share their experiences as a former student with educators or current students. However, this was only one occasion, thus Puente Baluarte should consider increasing their efforts to engage, connect, and maintain a relationship with alumni and/or former students. Overall, like Mireya, Laura and many of the students in this study shared their aspirations to enroll in community college once they graduate from continuation school, therefore, the narratives of Latinas in this study demonstrate the assets they bring into a continuation school.</p> <hd id="AN0159842351-11">Broader challenges: institutional support beyond academics</hd> <p>Research has shown how continuation schools enroll a great number of foster youth, probation youth, homeless youth, and/or pregnant and parenting students (Ruiz de Velasco et al., [<reflink idref="bib38" id="ref75">38</reflink>]), thus, this theme explores the social-emotional support that Puente Baluarte provides to Latinas. This theme is reflected in Jenny's narrative, a Latina (Mexican-American) female in her senior year at Puente Baluarte. She plans to graduate from continuation school. Since the age of five, she has been in the foster care system and has experienced unstable living situations as she transitioned from one home and school to another. Jenny has attended over seven middle schools and eight high schools (comprehensive and alternative) during her educational trajectory. The broader challenge of housing instability is prevalent in Jenny's interview and other continuation youth's stories in this study. Not surprisingly, Puente Baluarte has a high enrollment of students with housing instability situations due to being homeless or foster youth. As Jenny discussed her early experiences of housing instability and the implications on her education:</p> <p>So, it has always been like a back and forth thing. I'm going to a regular high school and then continuation. Well, my whole life I had been moving back and forth going to city to city, home to home. It's like nothing new to me ... [but]it does back track me a lot. Like I could have been done last year, but moving [homes and schools] affected my grades.</p> <p>These unstable conditions are a challenge for Jenny and for many youth attending continuation schools, as these basic human needs including security, housing, and nutrition are needed for the healthy development of children and their transition into adulthood. In Jenny's case, we learn about these broad challenges that took place early in her life, including not having some of those basic human needs, in large part due to her unstable living situations in the foster care system. Consequently, these challenges of continually moving from one school or home placement to another affected Jenny's socio-emotional and academic development. Unfortunately, in Jenny's situation, the issue of housing instability started as early as elementary school. Since elementary school, Jenny recalled having attended multiple schools because of her unstable living situations in the foster care system. While at Puente Baluarte, one of the advantages of continuation school is their small enrollment size, as many of the educators can connect and provide individualized attention, a quality that Puente Baluarte is known for.</p> <p>From the interviews and informal exchanges with Jenny, we learn more about her distant relationship with her family in addition to her experiences being a teen parent, a foster youth, and being formerly gang-involved and incarcerated. As Jenny shared her broader challenges she encountered outside of school:</p> <p>My life was like a rollercoaster. And my son was a surprise I found that I was pregnant when I was 5 months ... And I felt like, my son was my life saver, I feel like God send me him for a reason, for getting out the hood, getting out from jerks, like I was really bad at the age of 13. At age 13 gang banging, having drugs, doing things that nobody should be doing at that age ... And now that I have a kid, I have somebody there I have to take care of. I have somebody there I have to work for, I have to prove that I'm somebody, but I want my son to be proud of me and be like, I was 13 pregnant, I was living in the street for two years and a half ... I have been in the system for 18 years ... so it was hard for a while ... I'm trying to finish school and live with my kid ... I am trying to graduate this year.</p> <p>In Jenny's case as a teen parent and foster youth the role of motherhood influenced her academic reengagement and fueled her desire to complete high school and to also disrupt those negative stereotypes of teen mothers. The support that teen parents received at Puente Baluarte is crucial. In this study, the narrative of Jenny and other Latinas described how housing instability and living in multiple foster care facilities negatively impacted their school attendance. From her experience, Jenny highlighted one of the many resources she has utilized as a teen mother to continue and further her education:</p> <p>They [Puente Baluarte] have a daycare here. I think that's a good thing. I never seen a school that provides a daycare that's free. I used to have a class in daycare. That's why I look up to them [Puente Baluarte] a lot because they help us. No school would do this, no school will be like oh there's going be daycare for the girls so they wouldn't drop out or for the fathers, there's both, there's guys here [too].</p> <p>In the interviews with Jenny and other teen parents, they highlighted the amount of support they received from Puente Baluarte. Similarly to Jenny, Nancy also shared her perspective on being a teen parent at Puente Baluarte, as she noted, "I feel like they do support us like the teen parents, because they have a daycare on site so that's one of the ways they support us." Cruz School District supports pregnant and parenting students through the Infant Development Center (IDC) that offers free childcare to all teen parents in the district. Puente Baluarte students who are pregnant or parenting can work in the childcare center for elective credit. A labor and delivery nurse meets with teen parents twice a month to support the health of both the parent and the child. As a teen parent, Jenny highlighted the importance of having a space and a resource for teen parents, as they provide access to day care in addition to providing courses to learn how to raise their children. Furthermore, at times this space serves as a place for students to build community with other teen parents at the school.</p> <p>Additionally, many of them highlighted the support they have received from family members, as Nancy a teen parent and former foster youth shared:</p> <p>My grandparents like before I moved in they were still supportive of me and saying you need to go to school, you need to go to college you need to get your life on track, and when I moved in they just kind of pushed me further like before I just wouldn't even get up for school because I didn't feel like it, but now my grandma's like pierces through my soul with her eyes like with her stare.</p> <p>In the above statement by Nancy, she highlights the support from her grandparents, specifically her grandma who encouraged and supported her transition back into school as a teen parent. Furthemore, Nancy, highlights the importance of living with her grandparents, as she noted:</p> <p>A lot of people think that because you're a parent and you're older then you should have your own spot, but I mean I could have my own spot if I wanted to, but do I want to? No because I want to stay with my grandparents not because it's easier, but because like they teach me everything. Every day they're just teaching me something.</p> <p>From her perspective, Nancy discussed her choice of living with her grandparents given the support they provide, but more importantly the many life lessons she is learning from them in her new role as teen parent while continuing her education.</p> <p>Overall, the narrative of Jenny sheds light on the challenges students face, but also brings to light the importance of educators in continuation high schools, as she expressed:</p> <p>The principal knows my situation, she knows that I'm in the system ... I had gotten in a fight, they don't tolerate fights ... but she still kept me. I got suspended, but I still stay here ... When I need help she will help me out however she can. She's [school principal] a really good person.</p> <p>The last statement is important to understand how educators could assist continuation youth, and the practice of listening can go a long way for many students in continuation schools. As in the case of Jenny, she feels supported and validated by the educators at the institution and they have the resources to support her as teen mother and foster youth. In response, Jenny shared her future aspirations as she plans to graduate from continuation school, continue her education at the local community college, and then transfer to a four-year college to major in criminal justice:</p> <p>I want to go to [local community college] and then from there transfer to [local public four-year college]. The reason why I want to go because I want to major in criminal justice, when I was a little girl I always wanted to be a cop even though my family was gang members and even myself I was a gang member. I've seen my uncle die in front of me like gang members and like – the cops didn't do anything about it. There is a time I wanted to be that cop that's going to help the community. But now that I think about it the cops now are like really bad or what they're doing and there's good cops out there, but for the good cops, the good cops look like bad cops ... and I still want to be in criminal justice ... I don't have to be a cop.</p> <p>Jenny's decision to major in criminal justice is personal, as a form of healing from the trauma and injustices she has witnessed at a young age. Additionally, Jenny shared moments of her civic engagement, "I used to go to protest with people and families you know and I just started seeing stuff." This early experience has contributed to Jenny's desire to utilize her agency with her degree in criminal justice to be a voice and create change for her community.</p> <p>In sum, Jenny's narrative and other interviews with Latina students document the broader challenges students face, from housing instability, being part of the foster care system, formerly incarcerated, all of which might contribute to the lack of school connectedness due to the constant transition from place to place or school to school. Furthermore, some of these challenges start as early as elementary school, which has an immense impact on students' academics and well-being. However, their narratives also highlight the assets and agency of Latinas in continuation school and how they contribute to their families, schools, and communities. Thus, more support should be geared toward connecting other sectors within the education system to ensure Latina students receive the basic human needs that are essential toward their healthy development.</p> <hd id="AN0159842351-12">Discussion and implications</hd> <p>Guided by the research literature and the PUEDES framework this study centers the experiences of Latinas in continuation schools to better understand their day to day experience in this disenfranchised sector. The narrative profiles of the focal Latina students, broad themes, and observations provide the opportunity to triangulate the data to explore the "goodness" and "imperfections" that exist within the school structure and culture of Puente Baluarte (Lawrence-Lightfoot, [<reflink idref="bib25" id="ref76">25</reflink>]). Additionally, many of the Latinas described being in a healthy school environment, in comparison to their experience in traditional comprehensive schools.</p> <p>A larger theme found in the study was how the agency of each Latina highly contributed to their overall success, both personal and academic. Important to note, is that their individual agency speaks back and challenges the narrative of students attending continuation schools to be "losers" or "low achievers". We found many of the young women of color in this study to be civically engaged and motivated to make their loved ones, and for some, their own children proud. Beyond being a student, many of the young girls in this study also took on the responsibility to help those in need by being involved with nonprofit organizations and charities. Their agency supported their own success and benefited their families and communities. Several of the young women have a number of responsibilities in their homes by taking care of their younger siblings or helping with house chores, a cultural trend for many Latina students (Gándara & White House Initiative on Educational Excellence for Hispanics, [<reflink idref="bib17" id="ref77">17</reflink>]). Despite the numerous responsibilities, many were able to academically succeed, as some graduated from continuation high school, while others transition onto the local community college, a similar finding to the study of Malagon and Alvarez ([<reflink idref="bib28" id="ref78">28</reflink>]). Thus, more college access efforts should be targeted toward Latinas and other racially minoritized youth attending continuation high schools who are interested in transitioning into higher education.</p> <p>The findings from this study document how Latina students in continuation schools value their education and have high aspirations for their future. This finding is telling given the perception that low-income students and Students of Color do not care about high school and even less about higher education, which often times their poor educational outcomes are attributed to them and their families lack of care about education (Burciaga & Erbstein, [<reflink idref="bib5" id="ref79">5</reflink>]; Valencia & Black, [<reflink idref="bib47" id="ref80">47</reflink>]; Valencia & Solorzano, [<reflink idref="bib46" id="ref81">46</reflink>]). In response, scholars have been documenting the contribution of families and communities in supporting students development in their educational and occupational aspirations (Burciaga, [<reflink idref="bib4" id="ref82">4</reflink>]; Ceja, [<reflink idref="bib7" id="ref83">7</reflink>]; Gandara, [<reflink idref="bib16" id="ref84">16</reflink>]). Laura's narrative documents her agency, her involvement, and her contribution to the school, family, and the community. Laura is one example of the many success stories of students who are in a healthy environment, in comparison to their experience in comprehensive school, in which she was bullied and not validated by her peers for being her authentic self. In contrast, at Puente Baluarte, she is validated and embraced by her peers, teachers, counselors, and administrators who support her academic goals and civic engagement. To this point, the support from the continuation school and her civic engagement efforts contributed to her identity development, which is important due to the oppression she had encountered at the comprehensive school that contributed to her self-blame and feeling hopeless. In this way, Laura regained her sense of purpose and optimism about her education and future. Laura is an example of the importance of telling the narratives and assets of Students of Color in these forgotten spaces (Malagon, [<reflink idref="bib26" id="ref85">26</reflink>]). Little research has yet to explicitly explore the relationship between continuation students and their civic engagement in society. Laura's contribution and civic engagement with her borderland community in the U.S. and Mexico is widely celebrated and acknowledged by the school district. Her civic engagement efforts have been published in the school district website and newspapers, which is an important practice to recognize and embrace the assets that Latinas bring to continuation high schools. In addition, it is also important to note that Laura's civic engagement efforts were not facilitated or encouraged by the continuation high school, therefore, how can continuation high schools consider providing opportunities for Latinas and racially minoritized youth to engage with their local community.</p> <p>Considering the anti-deficit discourse about continuation schools, it is also important to highlight the institutional efforts that support or hinder the educational trajectory of Latinas. In this case, Puente Baluarte has a unique partnership with their local community college which provides college access opportunities to students at the continuation school. Research has shown that high-performing continuation schools tend to have partnerships with the local community colleges (Ruiz de Velasco et al., [<reflink idref="bib38" id="ref86">38</reflink>]), but little research has explored the experiences of students in a continuation high school and community college partnership. First, this study contributes to the literature on dual credit courses and the student experiences and challenges within the nuances of these dual credit enrollment programs (Allen, Thompson, & Martinez-Cosio, [<reflink idref="bib2" id="ref87">2</reflink>]; Tobolowsky & Allen, [<reflink idref="bib44" id="ref88">44</reflink>]). In this community college partnership, continuation high school students have been granted the opportunity to earn college credit during high school. However, findings also show the lack of support students received to continue and persist in the dual credit course offered at the continuation school. Unfortunately, this continuation high school and community college partnership is not perfect, as Laura was one of the only students that completed the dual credit course. Therefore, more targeted support services should be implemented in the community college courses offered in the future, as it can be challenging for continuation students being their first college course, so more intentional support should be geared toward supporting students to ensure they have a successful first experience with college.</p> <p>This partnership with the community college sector also provides an alternative perspective in the literature of continuation high schools, as other work has continually described the lower academic curriculum and lack of opportunities for continuation students to be prepared for college (Muñoz, [<reflink idref="bib31" id="ref89">31</reflink>]). Despite some challenges in the dual credit college course, we learn about other successful stories in this partnership as many students credit the community college counselor for their transition and enrollment into community college. The student interviews revealed the many benefits of the continuation high school and community college partnership, as Mireya shared the college knowledge she gained about how to enroll in community college and apply for financial aid or scholarships, and the opportunities to visit the local community colleges.</p> <p>Finally, the narrative of Jenny sheds light on the broader challenges students' face and the institutional support they have received. Not surprisingly, previous research has also discussed how housing instability situations are frequently common for students in continuation schools (Ruiz de Velasco et al., [<reflink idref="bib38" id="ref90">38</reflink>]). The issue of unstable living situations is not a new phenomenon in the literature, but it is of great concern as continuation youth are more likely to spend less time in one school (Hernandez, 2017, 2018; Kelly, [<reflink idref="bib23" id="ref91">23</reflink>]; Ruiz de Velasco et al., [<reflink idref="bib38" id="ref92">38</reflink>]). Thus, it is important to not dismiss this educational sector, but it further shows the importance of research in continuation schools and the need to invest more time and resources to support this student population.</p> <p>An asset of Puente Baluarte is the multiple partnerships to assist continuation youth with their socio-emotional and academic development. In the case of Jenny, her narrative provided a compelling story of her social and academic trajectory, being a former gang-involved youth, formerly incarcerated, current foster youth, and teen parent as we learn about the support services she has received at Puente Baluarte. Previous research has shown how girls of color who are pregnant are concerned about how to manage single motherhood with school (Fine, [<reflink idref="bib13" id="ref93">13</reflink>]). For example, Morris ([<reflink idref="bib30" id="ref94">30</reflink>]) study found that girls of color were pushed out of school because of the challenge of having to negotiate the pressures of being pregnant and being in foster care. In particular, the work of Morris ([<reflink idref="bib30" id="ref95">30</reflink>]) stressed that many of the girls in their study lacked access to child-care services and often repeated courses in school. In contrast, the results of this study mirror the work of Hines-Datiri ([<reflink idref="bib19" id="ref96">19</reflink>]) as the structure and culture of Puente Baluarte provides the support and services needed for teen parents and foster youth to ensure they achieve their academic goals and disrupt those negative stereotypes. Specifically, Jenny emphasizes the importance of having a day care located on campus as it provides pregnant teens and teen parents the opportunity to continue their education and pursue parenting classes that will help with their development as teen parents. Jenny's story is one of hope, agency, and being optimistic about her future. From Jenny's narrative and other youth, we learn about the school structure and culture that is conducive to her growth through the care, love, and affirmations she has received from educators at the continuation school.</p> <p>The purpose of this study was to center the voices of Latinas in continuation high schools, despite all the challenges they have encountered, their resiliency and agency was evident in their narratives as they remain hopeful and opmistic about their education and future. We also learn about a school culture that is conducive to the growth of Latinas through the care, love, and affirmations they received from educators at the continuation high school. The findings from this study have implications for continuation high schools to support the educational aspirations of Latinas. As this population continues to grow, it is urgent that we increase access to educational opportunities for Latinas, this includes paying a closer attention to the role of continuation high schools within the broader education system, as they enroll a small, but growing percentage of Latinas in secondary education.</p> <hd id="AN0159842351-13">Acknowledgments</hd> <p>The authors would like to thank the Office of Student Research: Faculty/Student Grant at California State University, San Bernardino for supporting this study. They would also like to express their sincere gratitude to all the students who participated in this study.</p> <hd id="AN0159842351-14">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <p>Correction Statement</p> <p>This article has been republished with minor changes. These changes do not impact the academic content of the article.</p> <ref id="AN0159842351-15"> <title> References </title> <blist> <bibl id="bib1" idref="ref54" type="bt">1</bibl> <bibtext> Acevedo-Gil, N. (2016). Critical race case study on college choice: Racialization in school culture and climate. In G. Conchas & B. M. Hinga (Eds.), Cracks in the schoolyard: Confronting Latino educational inequality (pp. 37 – 53). New York, NY : Teachers College Press.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref87" type="bt">2</bibl> <bibtext> Allen, T. O., Thompson, M. L., & Martinez-Cosio, M. (2018). 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  Data: 'I Am Not a Failure': Embracing the Assets of Latinas in Continuation High Schools
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  Data: <searchLink fieldCode="AR" term="%22Hernandez%2C+Edwin%22">Hernandez, Edwin</searchLink><br /><searchLink fieldCode="AR" term="%22Ortez%2C+Johanna+E%2E%22">Ortez, Johanna E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Latinos+and+Education%22"><i>Journal of Latinos and Education</i></searchLink>. 2022 21(5):438-451.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 14
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Continuation+Students%22">Continuation Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Aspiration%22">Academic Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 10.1080/15348431.2019.1670662
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  Data: 1534-8431<br />1532-771X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study centers the experiences of 9 Latinas enrolled in a continuation high school. This study attempts to understand how this continuation school engages with Latinas and attempts to improve their conditions and opportunities in this marginalized sector that is overrepresented with racially minoritized youth. Despite all the challenges they have encountered, their resiliency and agency was evident in their narratives as they remain hopeful and optimistic about their education and future. This study offers recommendations for continuation high schools on how to engage and support the educational aspirations of Latinas.
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  Data: 2023
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        Type: general
      – SubjectFull: Continuation Students
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: Females
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      – SubjectFull: California
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      – TitleFull: 'I Am Not a Failure': Embracing the Assets of Latinas in Continuation High Schools
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