Bienvenidos! Welcome to Volume 19, Number 3 of the Journal of Latinos and Education. With your support, the journal has continued to increase its stature and influence as the premiere research publication that examines the educational conditions of Latina/o communities in and outside of the United States. In this issue, we have 6 FEATURE ARTICLES, 1 contribution to ESSAY REVIEWS AND INTERVIEWS and 1 contribution to VOCES. In the first of the FEATURE ARTICLES, Leah Hollis and Velia Rincon offer a hermeneutic phenomenological study that investigated the lived-experiences of 12 Chicana/o students who completed a baccalaureate degree at a majority school. The strategies and experiences that the students used in persisting through a majority college environment were examined. To the purpose in so much as cultural code-switching is considered as a strategy that Chicana/os can use to maintain cultural pride to resist mental colonization, their contribution analyzes the participants’ code-switching as a strategy to persist through the educational environment. Four themes emerged: 1) family support; 2) sense of belonging; 3) belief in a better quality of life and family values; and 4) codeswitching behaviors. In the next article, Julia Smith and Guadalupe Cuesta engage our readers with the sad reality that albeit a labor force of migrant farmworkers, mostly of Latino origin, largely support the agriculture industry in the U.S., and is essential to the production of agriculture; food insecurity has been recognized to be high among the farmworker population and their young children. They present the results from a survey on food insecurity, food access, and farm-to-preschool involving a national sample of 32 farmworker parents attending a meeting as Policy Council representatives and affiliates for the Migrant and Seasonal Head Start program. The authors’ contribution underscores the problem of food insecurity and access in the farmworker population while suggesting ways in which parent activism coupled by food justice efforts and farm-to-preschool could potentially address food access and insecurity. The next contribution by Ricardo Gomez addresses the underrepresentation of Latinos in higher education and academia, despite continual growth as an increasing proportion of the US population. The study explores the trajectories and experiences of Latinx faculty, students and staff at a large, public university in the US. Using interviews combined with photo and object elicitation, the author documents the various origins of the Latino community and the different paths followed to make it into higher education and academic careers in different disciplines. The particular challenges faced by undocumented students is noted, and the important role played by role models and mentors in encouraging and promoting the participation of Latinos in higher education. The author reflects on the notions of success experienced by successful Latinx in academia, which are recurrently linked with altruistic values of service and support to others, and which needs to be proactively turned into effective mentorship. Next, James Van Overschelde and Ruben Garza address the outsized gap that exists between the percentage of Latino teachers and the students who are themselves Latino. To better understand this gap, the authors compared Latino preservice teachers’ motivation for becoming teachers and perceptions of the teaching profession to their White counterparts, during their application to a large traditional teacher certification program at a Hispanic-serving institution. Their analysis of 1,600 survey responses revealed many statistically significant differences, and many of the differences across ethnicity varied by the type of teacher certification sought. The authors offer and explore suggestions for how teacher preparation programs can design and market their programs to recruit more Latino preservice teachers. JOURNAL OF LATINOS AND EDUCATION 2020, VOL. 19, NO. 3, 217–218 https://doi.org/10.1080/15348431.2020.1785682

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双赢！欢迎阅读《拉丁裔与教育杂志》第 19 卷第 3 期。在您的支持下，该期刊作为主要研究出版物的地位和影响力不断提高，该刊物研究了美国内外的拉丁裔/o 社区的教育状况。在本期中，我们有 6 篇专题文章，1 篇文章评论和采访文章和 1 篇 VOCES 文章。在第一篇专题文章中，Leah Hollis 和 Velia Rincon 提供了一项诠释学现象学研究，该研究调查了 12 名在多数学校完成学士学位的 Chicana/o 学生的生活经历。检查了学生在大多数大学环境中坚持使用的策略和经验。为了将文化代码转换视为 Chicana/os 可以用来保持文化自豪感以抵抗精神殖民化的策略，他们的贡献分析了参与者的代码转换作为在教育环境中坚持的策略。出现了四个主题：1）家庭支持；2）归属感；3）相信更好的生活质量和家庭价值观；和 4) 代码切换行为。在下一篇文章中，Julia Smith 和 Guadalupe Cuesta 向我们的读者介绍了一个悲惨的现实，尽管他们的劳动力主要是拉丁裔移民，但他们在很大程度上支持了美国的农业，并且对农业生产至关重要；人们已经认识到，农业工人及其年幼的孩子的粮食不安全程度很高。他们展示了一项关于粮食不安全、粮食获取和从农场到学前班的调查的结果，该调查涉及 32 位农场工人父母的全国样本，他们作为移民和季节性启蒙计划的政策委员会代表和附属机构参加了会议。作者的贡献强调了农场工人人口中的粮食不安全和获取问题，同时提出了父母积极主义与食物正义努力和从农场到学前班相结合的可能解决粮食获取和不安全问题的方法。里卡多·戈麦斯 (Ricardo Gomez) 的下一个贡献解决了拉丁美洲人在高等教育和学术界的代表性不足的问题，尽管随着美国人口比例的不断增加而持续增长。该研究探讨了美国一所大型公立大学的拉丁裔教职员工、学生和工作人员的发展轨迹和经历。作者通过访谈结合照片和物体引出，记录了拉丁裔社区的各种起源以及使其进入不同学科的高等教育和学术职业所遵循的不同路径。注意到无证学生面临的特殊挑战，以及榜样和导师在鼓励和促进拉丁裔参与高等教育方面发挥的重要作用。作者反思了成功的拉丁裔在学术界所经历的成功概念，这些概念反复与服务和支持他人的利他价值观联系在一起，需要主动转化为有效的指导。接下来，James Van Overschelde 和 Ruben Garza 解决了拉丁裔教师与拉丁裔学生之间存在的巨大差距。为了更好地理解这一差距，作者将拉丁裔职前教师在西班牙裔服务机构申请大型传统教师认证计划时成为教师的动机和对教学职业的看法与白人同行进行了比较。他们对 1,600 份调查答复的分析揭示了许多统计上的显着差异，而且跨种族的许多差异因寻求的教师认证类型而异。作者提供并探索了有关教师准备计划如何设计和营销他们的计划以招募更多拉丁裔职前教师的建议。拉丁美洲和教育杂志 2020，第一卷。19，没有。3, 217–218 https://doi.org/10.1080/15348431.2020.1785682 作者将拉丁裔职前教师在申请西班牙裔服务机构的大型传统教师认证计划时，与白人同行相比，他们成为教师的动机和对教师职业的看法。他们对 1,600 份调查答复的分析揭示了许多统计上的显着差异，而且跨种族的许多差异因寻求的教师认证类型而异。作者提供并探索了有关教师准备计划如何设计和营销他们的计划以招募更多拉丁裔职前教师的建议。拉丁美洲和教育杂志 2020，第一卷。19，没有。3, 217–218 https://doi.org/10.1080/15348431.2020.1785682 作者将拉丁裔职前教师在申请西班牙裔服务机构的大型传统教师认证计划时，与白人同行相比，他们成为教师的动机和对教师职业的看法。他们对 1,600 份调查答复的分析揭示了许多统计上的显着差异，而且跨种族的许多差异因寻求的教师认证类型而异。作者提供并探索了有关教师准备计划如何设计和营销他们的计划以招募更多拉丁裔职前教师的建议。拉丁美洲和教育杂志 2020，第一卷。19，没有。3, 217–218 https://doi.org/10.1080/15348431.2020.1785682 在他们申请西班牙裔服务机构的大型传统教师认证计划期间。他们对 1,600 份调查答复的分析揭示了许多统计上的显着差异，而且跨种族的许多差异因寻求的教师认证类型而异。作者提供并探索了有关教师准备计划如何设计和营销他们的计划以招募更多拉丁裔职前教师的建议。拉丁美洲和教育杂志 2020，第一卷。19，没有。3, 217–218 https://doi.org/10.1080/15348431.2020.1785682 在他们申请西班牙裔服务机构的大型传统教师认证计划期间。他们对 1,600 份调查答复的分析揭示了许多统计上的显着差异，而且跨种族的许多差异因寻求的教师认证类型而异。作者提供并探索了有关教师准备计划如何设计和营销他们的计划以招募更多拉丁裔职前教师的建议。拉丁美洲和教育杂志 2020，第一卷。19，没有。3, 217–218 https://doi.org/10.1080/15348431.2020.1785682 作者提供并探索了有关教师准备计划如何设计和营销他们的计划以招募更多拉丁裔职前教师的建议。拉丁美洲和教育杂志 2020，第一卷。19，没有。3, 217–218 https://doi.org/10.1080/15348431.2020.1785682 作者提供并探索了有关教师准备计划如何设计和营销他们的计划以招募更多拉丁裔职前教师的建议。拉丁美洲和教育杂志 2020，第一卷。19，没有。3, 217–218 https://doi.org/10.1080/15348431.2020.1785682