Abstract
Shifts in demographic and cultural change in American society, particularly the growth of the Hispanic and Latino/a population, have shed light on inequalities in education and revealed institutional barriers to Hispanic learning in doctoral education programs. This best practice paper contextualizes Hispanic and Latino/a Learners (HLL) within scholar-practitioner programs, specifically in Doctor of Education programs. It historically addresses potential factors that may impact this population within that context based on the scholarly literature, history, and practice. Most importantly, it sets the tone for designing positive inclusive spaces and improving conditions for HLL knowledge to emerge in Doctor of Education programs.
Recommended Citation
Cromarty, Edward; Elias, Simone; and Karapetian, Oksana
(2022)
"Designing Learning Spaces for Hispanic and Latino/a Knowledge to Emerge in Doctor of Education Programs,"
Journal of Research Initiatives: Vol. 6:
Iss.
3, Article 9.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol6/iss3/9
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Scholarship of Teaching and Learning Commons