Against all odds: Success stories of Latino students who survived the educational pipeline

The purpose of this interview study was to explore the experiences of Latino students, from their perspectives, as they journeyed through the educational pipeline, particularly the part focusing on the transfer experience from a 2-year college to a 4-year institution. This was accomplished by conducting in-depth interviews with 17 self-identified Latino men and women. All of the participants had attended Florida International University for at least 1 semester and had transferred from Miami Dade College. The participants varied in age, generational status, and cultural identity.^ The participants were asked to reflect on the external and internal influences that lead them to the 4-year institution. Tinto's (1993) model of student departure theory provided the theoretical framework for data collection and analysis. Based on the coding of the interviews, numerous themes emerged, including the role of the family, the impact of early education, the experiences of being Latino in Miami, the decisions to choose a college, the experience at the 2-year institution, the experience with the transfer process, and the obstacles and strategies the participants used for overcoming obstacles. These themes were furthered developed to determine which influences were most important for a successful journey through the educational pipeline. ^ The study found that viewing the pipeline via the students' perspectives juxtaposed with Tinto's (1993) model of student departure gave greater insight into the experiences of a population of students who have been underrepresented in higher education. The findings of this case study indicate that the transfer process for Latinos attending a Hispanic Serving Institution such as Florida International University, situated in a majority-minority city, is complex, with participants having to rely on peers and significant others for pertinent information and support. Several factors, including the importance of positive support networks and increased confidence nurtured by the 2-year institution, influenced the students' transfer to a 4-year institution. For professionals in the field, the findings of this study may lead to a broader understanding of the experiences of Latino students in the pipeline and, more importantly, assist college administrators and faculty in successfully guiding a population through a 4-year institution who first came via a 2-year institution. ^

Determining Spatial and Temporal Inputs of Freshwater, Including Submarine Groundwater Discharge, to a Subtropical Estuary Using Geochemical Tracers, Biscayne Bay, South Florida

Geochemical mixing models were used to decipher the dominant source of freshwater (rainfall, canal discharge, or groundwater discharge) to Biscayne Bay, an estuary in south Florida. Discrete samples of precipitation, canal water, groundwater, and bay surface water were collected monthly for 2 years and analyzed for salinity, stable isotopes of oxygen and hydrogen, and Sr2+/Ca2+ concentrations. These geochemical tracers were used in three separate mixing models and then combined to trace the magnitude and timing of the freshwater inputs to the estuary. Fresh groundwater had an isotopic signature (δ 18O = −2.66‰, δD −7.60‰) similar to rainfall (δ 18O = −2.86‰, δD = −4.78‰). Canal water had a heavy isotopic signature (δ 18O = −0.46‰, δD  = −2.48‰) due to evaporation. This made it possible to use stable isotopes of oxygen and hydrogen to separate canal water from precipitation and groundwater as a source of freshwater into the bay. A second model using Sr2+/Ca2+ ratios was developed to discern fresh groundwater inputs from precipitation inputs. Groundwater had a Sr2+/Ca2+ ratio of 0.07, while precipitation had a dissimilar ratio of 0.89. When combined, these models showed a freshwater input ratio of canal/precipitation/groundwater of 37%:53%:10% in the wet season and 40%:55%:5% in the dry season with an error of ±25%. For a bay-wide water budget that includes saltwater and freshwater mixing, fresh groundwater accounts for 1–2% of the total fresh and saline water input.

A "Transforming the School-to-Prison Pipeline" Initiative: Mentoring Model Pilot Project Symposium

Abstract: This informative and interactive teaching symposium posits the Positive Peer Leadership Mentoring Program (PPLM) as an evidence-based wrap-around service for youth and families in Miami-Dade who are involved in the school-to-prison pipeline. Presenters first provide information to initiate the dialogic process of discerning and interpreting the school-to-prison pipeline, impacted by costs of incarceration for Black youth and families and the move toward effective mental health services in the juvenile justice system. Then, participants experience an interactive pedagogical mentoring format set forth in PPLM as the first step toward transforming the school-to-prison pipeline in their own classroom or other educational setting.