Books and Literature
EDUCATION DURING COVID 19
Latinx Community College Students and the (In)Opportunities Brought by COVID-19 Pandemic
By Claudia García-Louis, Monica Hernandez & Mona Aldana-Ramirez
新冠肺炎对美国各地高等教育机构造成的干扰影响了2000多万名大学生. 各州取消了面对面的课程，校园活动迅速转向远程和虚拟学习. The pandemic, along with its economic impact, altered education for community college students, creating a traumatic event that exasperated mental health conditions. In addition, 失业加剧了COVID-19期间的粮食不安全状况，全国各地的学生都转向大学寻求全方位服务. In this proposal, the authors review the impact of COVID-19 on marginalized college students, specifically Latinx students in a South Texas college. 研究结果显示，拉丁裔学生对虚拟学习的态度不同，并受到他们接触技术的影响, as well as their access to mental health services and food pantries.
Claudia García-Louis, Monica Hernandez & Mona Aldana-Ramirez(2022):拉丁裔社区大学生与新冠肺炎大流行带来的机遇, Journal of Latinos and Education, DOI: 10.1080/15348431.2022.2039152
Latinx Community College Students and the (In)Opportunities Brought by COVID-19 Pandemic
The COVID-igital DivideFirst-Generation Students’ Experiences During the COVID-19 PandemicConnecting Communities During COVID-19Redesigning College Admission: COVID-19, Access And Equity
Bäzner, E., Brömer, P., Hammelstein, P., & Meyer, T. D. (2006). 当前和既往抑郁症及其与社会比较过程影响的关系:一项基于网络的研究结果. Journal of Affective Disorders, 93(1–3), 97–103.
Brach, T. (2003). Radical acceptance: Embracing your life with the heart of a Buddha. Random House.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140.
Kristin Neff: The Three Components of Self-Compassion. (n.d.). YouTube. Retrieved March 29, 2023, from http://www.youtube.com/watch?v=11U0h0DPu7k&t=27s.
Kruger, J., & Dunning, D. (1999). 不熟练和没有意识到这一点:认识到自己的无能是如何导致夸大的自我评估. Journal of Personality and Social Psychology, 77(6), 1121-1134. http://doi.org/10.1037/0022-3514.77.6.1121
McIntosh, R. D., Fowler, E. A., Lyu, T., & Della Sala, S. (2019). Wise up: Clarifying the role of metacognition in the Dunning-Kruger effect. Journal of Experimental Psychology: General, 148(11), 1882-1897. http://doi.org/10.1037/xge0000579
Neff, K. (2020, July 9). Definition and three elements of self-compassion: Kristin Neff. Self Compassion: Dr. Kristin Neff. Retrieved March 29, 2023, from http://self-compassion.org/the-three-elements-of-self-compassion-2/#3elements
Neff, K. D., Tóth-Király, I., Knox, M. C., Kuchar, A., & Davidson, O. (2021). The Development and Validation of the State Self-Compassion Scale (Long-and Short Form). Mindfulness, 12(1), 121-140.
Neff K. (2011). Self-compassion: the proven power of being kind to yourself (1st ed.). William Morrow.
Neff, K. D. (2003). Development and validation of a scale to measure self-compassion. Self and Identity, 2, 223-250.
Scott, E. (2020, November 26). The stress of social comparison. Verywell Mind. Retrieved March 29, 2023, from http://www.verywellmind.com/the-stress-of-social-comparison-4154076
White, Judith & Langer, Ellen & Yariv, Leeat & Welch, John. (2006). 频繁的社会比较与破坏性的情绪和行为:社会比较的阴暗面. Journal of Adult Development. 13. 36-44. 10.1007/s10804-006-9005-0. McCarthy, P. A., & Morina, N. (2020). 探讨社会比较与抑郁和焦虑的关系:一项系统回顾和荟萃分析. Clinical Psychology & Psychotherapy, 27, 640–671. http://doi.org/10.1002/cpp.2452
Wong, K. (2017, December 28). Why self-compassion beats self-confidence. The New York Times. Retrieved March 29, 2023, from http://www.nytimes.com/2017/12/28/smarter-living/why-self-compassion-beats-self-confidence.html
VALIDATION THEORY
内在意象的生成:在大学课堂中运用Cajita项目作为沉思活动
by Vijay Kanagala, Laura I. Rendón
这一章讨论了在大学课堂中使用冥想教学和学习实践的日益增长的兴趣. The authors introduce the cajita project, a contemplative activity, which they have employed in their classrooms to help students become refl ective, socially conscious scholar–practitioners in student affairs.
迈向新高度:为拉丁裔社区大学生建立航海资本
by Erin Doran, Paul Hengesteg
The Ascender program was created in 2012 by Catch the Next Inc., to address the challenges of increasing community college retention and transfer rates, especially among Latinx students in developmental education. 本研究着眼于该项目参与者的经历，以及该项目如何提供有效的经验，并在校园和转学过程中培养他们的导航资本. 结果表明，丰富的第一年经验和对Ascender项目的额外参与有助于学生学习如何更好地驾驭复杂的经济援助系统和转学过程，同时也建立了他们作为成功大学生的信心.
Doran, Erin E. and Hengesteg, Paul, “迈向新的高度:为拉丁裔社区大学生建立导航资本”(2020). Education Publications. 176. http://lib.dr.iastate.edu/edu_pubs/176
Ascending Toward New Heights
用Cariño教拉丁裔学生:在赶上下一个上升计划中使用验证理论和文化包容性教学法
by Rafael Castillo
CTN has grown successfully as a state-wide initiative building a strong, data-driven program that allows students to grow intellectually, to read competently, and to expand their self-worth. 升天模式丰富学生成为公民的参与者，并承担为所有人的利益的角色, regardless of color. 通过验证理论的教学提高了他们的自我价值，并允许学生在课堂环境中影响他人并维护他们的身份技能. It is worth noting that CTN continues to forge ahead in a state with shifting budgets, earning accolades and supporting excellence as one of its foundational colleges, Palo Alto College, earned the Rising Star Award from the Aspen Foundation. Catch the Next 's Ascender项目继续获得大德克萨斯基金会的慈善支持, the Meadows Foundation, and the Texas Higher Education Coordinating Board.
NEW DIRECTIONS FOR COMMUNITY COLLEGES, no. 190, 2020年夏季©2020 Wiley期刊有限责任公司在Wiley在线图书馆(wileyonlinlibrary)在线发布.com) • DOI: 10.1002/cc.20386
Teaching Latinx Students With Cariño
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Validating Students in an Online Teaching Environment
下面是一些文献来帮助我们理解验证所有学生经历的重要性，尤其是那些第一代大学生. COVID对这些学生产生了不同程度的影响，并揭示了他们所面临的现实.
验证多元文化的学生:迈向学习与学生发展的新模式ASPIRATIONS TO ACHIEVEMENT Men of Color and Community Colleges大学文化:教育技术非营利组织如何吸引小学年龄未来第一代拉丁裔大学生的家庭
DISTANCE EDUCATION