“…el trabajo más duro que he amado tanto”:
Leslie Ann Locke
University of Iowa
Mattyna Stephens

Palabras clave

niveles combinados media superior-superior
estudiantes marginalizados
grupos no representados
justiciar social


El propósito de este estudio interpretativo y cualitativo fue comprender las perspectivas y experiencias de los líderes y maestros que trabajan en Early College High Schools (ECHS), modelos escolares orientados a la justicia social y la equidad que combinan el nivel medio superior y la universidad, con respecto a su entorno laboral, los desafíos que enfrentan y la preparación de estudiantes de grupos marginados y subrepresentados para el éxito postsecundario. Las entrevistas en profundidad con 27 educadores de ECHS sirvieron como medio principal de recopilación de datos. Se utilizaron los lentes conceptuales de justicia social, equidad y la zona fronteriza de Anzaldúa para comprender e interpretar los datos. Los resultados revelan que los participantes adoptan fácilmente la ECHS en términos de justicia social y equidad. Sin embargo, los desafíos que discutieron sugieren que el ECHS puede no ser tan efectivo como se planeó debido a los desafíos del día a día. Estos desafíos fueron temáticos como Carga de Trabajo, Invasión Fronteriza, Falta de Recursos, y Mantenerse Fiel a la Misión.


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