Browsing by Author "King, Gloria"

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    Cocreating Culturally Responsive Resources With Communities Using Design-Based Implementation Research: The Challenges of Online Research
    (SAGE Research Methods, 2022-03) Garcia, Silvia; Wolfe, Devin; Fox, Sarah; Gil, Cindy; King, Gloria; Colgan, Susana
    This case study highlights the methodological and practical implications of modifying an investigation with community partners to fit an online format. Research interactions took place between November 2020 and June 2021, under the social distancing restrictions imposed by the COVID-19 pandemic. Twelve Latinx parents/caregivers participated in co-designing culturally relevant college and career readiness resources for Latinx families. A research partnership of two school faculty and a community partner collaborating with university faculty, staff, and students led the study using design-based implementation research (DBIR) as the primary methodological approach. The means of communication and resource sharing with parents were Zoom videoconferencing, WhatsApp text messaging, social media, and phone calls. Parents also received printed materials sent through students attending school under a hybrid modality (face-to-face and online classes). The use of online environments posed challenges in getting participants fully engaged in the co-design process. Some parents lacked technological skills or access to adequate technology, leading to communication barriers in some cases. The implementation phase, a significant component of DBIR, could not be achieved online. This case is about the strategies put forward by the research team to overcome the restrictive research conditions, the adaptations made throughout the process to facilitate community engagement, and lessons learned. It is an invitation to think about the implications of the decisions made by the research team and reflect on creative solutions to address the challenges faced.
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    Guia para Padres: Opciones al finalizar la escuela secundaria
    (2021-07) Garcia, Silvia; Colgan, Susana; Fox, Sarah; Gil, Cindy; King, Gloria; Wolf, Devin; Ness, Morgan
    This Parent’s Guide was produced in collaboration with a group of mothers and fathers of the Newcomer Program of the Indianapolis Public Schools (IPS) who participated in online meetings and activities between September 2020 and June 2021. During the meetings, the parents shared their hopes and dreams about their children's future and their questions and concerns about how to find resources and information to achieve those dreams. The guide was co-developed in response to the information needs raised by parents during the meetings.
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    Transition to College and Career among Indiana Latinx Youth
    (IUPUI Office of Community Engagement, 2020-11-15) Garcia, Silvia; Gil, Cindy; King, Gloria
    In Indianapolis, Latinos are the second-largest minority population in public schools after African American students. The Indiana Department of Education reports 134,319 Latino students enrolled in Indiana schools in 2020. The proportion of Latinx students grew from 6.6% in 2008 to 12.8% in 2020 (Indiana Department of Education [IDOE], 2020). Despite this growth, in 2018, the college-going trend within one year of high school graduation among Latinos was 51 percent, the lowest of all ethnic/racial groups (Indiana Commission for Higher Education [ICHE], 2020). In 2018, the average freshman GPA among Latinos (2.5) was lower than the GPA among White (2.7) and Asian (3.0) students (ICHE, 2020). However, there is a significant gap in the literature about Latinx students’ struggles to access post-secondary options. This exploratory research intends to address this gap. The study uses students, parents, and high school teachers' voices to identify barriers, challenges, and opportunities that Latinx high school students in Indianapolis Public Schools find in their transition to meaningful post-secondary options.