Double Disadvantage or Signs of Resilience? The Elementary School Contexts of Children From Mexican Immigrant Families

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The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose (2014, background): “Eight of the 14 studies (57%) included social competence as an outcome (Chang et al., 2007; Crosnoe, 2005; DeFeyter & Winsler, 2009; Farver et al., 2006; Galindo & Fuller, 2010; Han, 2010; Howes et al, 2011; Luchtel et al., 2010).”
Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn (2011, background): “Disparities in students' access to problem solving–rich instruction, combined with other documented inequities related to teacher and school quality (eg, decreased levels of school safety, resources, funding, or teacher qualifications), are important to note because they can contribute to persistent”
Misunderstandings between experimentalists and observationalists about causal inference (2008, background): “(This result, which to our knowledge has not appeared before in the literature, is given in Appendix A; related results are discussed in Cochran and Cox (1957), Greevy et al. (2004) and Imai (2007).)”
Bridging the Pipeline: Increasing Underrepresented Students’ Preparation for College Through a Summer Bridge Program (2011, background): “Rates can be appallingly lower for low-income students of color who may face double disadvantages, intersecting oppressions, and multiple barriers to their college entry (Collins, 2000; Crosnoe, 2005; De Jong & Madamba, 2001).”