ABSTRACT High school counselors describe challenges and important supports their work with Latinx newcomer multilingual learners. Challenges stem from rigid state graduation requirements and the everyday realities and language barriers. Important supports included onboarding practices, Spanish-speaking staff, and peer mentoring programs, that operate at school and classroom levels. Findings reveal that counselors address the immediate needs of HS NML, such as language acquisition and academic readiness, but less frequently recognize the cultural, linguistic, and social assets of students. Enhanced professional development and collaboration practices that validate and incorporate the strengths of HS NML, would advance equity and inclusion within schools.

ABSTRACT Drawing on scholarship that focuses on Latinx Education, borderlands, and males of color research with links to sports, this conceptual article examines the role of basketball as a literal and metaphorical site of learning across borders of possibility and tension as it pertains to Latinx students. Specifically, we introduce the concept of Critical Communal Mapping (CCM) to outline how spatial agency, sports, learning, and well-being intersect within Latinx communities. Implications are made to how CCM can be applied to Latinx education and teaching across various classroom spaces.

ABSTRACT While scholars have examined college students’ basic needs insecurities, little remains known about the experiences of Latinx undocumented students. Drawing on 93 interviews with Latinx undocumented undergraduates across the country, we find that these students encounter significant structural barriers that prevent them from regularly and adequately meeting their food and housing needs. Under certain circumstances, other issues such as transportation and legal services can also rise to the level of a basic need. Moreover, students often consider their needs in relation to their families’. Students’ accounts reveal that basic needs are interconnected, relational, and dynamic.

ABSTRACT This article examines how DACAmented teachers design support that is both humanizing and rigorous for undocumented students. Using narrative inquiry with five DACAmented educators and a Freirean humanizing-pedagogy lens, the study shows how teachers understand students beyond labels by recognizing both policy-shaped barriers and the assets they bring, including multilingualism, responsibility, and hope. It also demonstrates how these insights shape classroom practice through civic literacy, translanguaging, and high expectations paired with meaningful access. Positionality emerges as pedagogy—building trust, offering rights-aware guidance, and sustaining belonging. The paper concludes with implications for schools, families, and policy.

ABSTRACT Latine students’ educational pathways are shaped by gender, culture, family expectations, socioeconomic status, and immigrant background, influencing access to resources, academic outcomes, and aspirations. In California, most Latine undergraduates attend community colleges, with gender disparities: Latinas more often pursue bachelor’s degrees, while Latino males are more likely to enter the workforce or leave college early. First-generation students face barriers such as limited access to preparatory courses and mentorship, though family networks—especially siblings—provide key support. Drawing on ten interviews with second-generation Latine students at an Orange County charter high school, this study highlights siblings, the immigrant bargain, and gendered career patterns shaping aspirations.

ABSTRACT This qualitative study used Community Cultural Wealth to explore how Latiné college students at a Predominantly White Institution navigate their education, while using aspirational and resistance capitals. Data were collected through semi-structed interviews and emotion mapping techniques. Findings revealed students’ aspirations to succeed were grounded in family members’ encouragement. Furthermore, students resisted the limiting norms placed on them because of their Latiné identities and found ways to empower themselves and each other. The findings call for higher education institutions to ensure access to programming and resources to support and nurture Latiné students.

RESUMEN El objetivo del ensayo es problematizar sobre las identidades docentes masculinas en educación infantil. En la primera parte se presentan aspectos de la construcción identitaria, influencia de estereotipos y tipos de masculinidades. Posteriormente se discute sobre diferentes identidades docentes masculinas, con un posicionamiento teórico desde las nuevas masculinidades. Finalmente, se analiza si, pese a la influencia sociocultural, es posible aportar desde nuevas masculinidades. Podemos concluir la existencia de diferentes identidades docentes masculinas en educación infantil, direccionadas a una construcción hegemónica o hacia nuevas masculinidades. Estas últimas, impactan positiva y progresivamente hacia una identidad profesional en la educación infantil.

ABSTRACT This article examines the experiences of Brazilian immigrant women researchers in Portugal, focusing on how coloniality of gender and epistemicide persist in academic contexts. Addressing a gap in international literature, it explores how racialized women from the Global South experience and resist these dynamics in institutional life. Grounded in decolonial feminist pedagogies and an intersectional lens, the study adopts an insurgent autoethnographic approach. Findings highlight: (1) enduring colonial and racial hierarchies; (2) narrated experiences as practices of (re)existence; (3) emergence of plural epistemologies. The article contributes a decolonial perspective on scientific migration and positions autoethnography as method of resistance.

ABSTRACT This qualitative study of 24 system-impacted Latinx youth deepens our understanding of how they learn to manage unsafe community conditions by first examining how they navigate crime, gang dynamics, violence, and danger in pursuit of community and school safety. Second, we highlight both the shared patterns and the subtle but important distinctive nuances for how young Latinx men and women perceive school safety across contexts. Third, we demonstrate the importance of integrating Latina and Latino Critical Legal Theory and Anderson’s youth identity formation theoretical approach to understand the complexities and shifting context of safety for system-impacted Latinx youth.