RUNNING HEAD: Refugios and Latinos success in PWI 1

Finding Refugios: Understanding How Latino Graduate Students succeed in Predominantly

White Institutions

Carlos E. Lavin

George Mason University

Refugios and Latinos Success in PWI 2

Proposal Summary

The number of Latino students in post-secondary education continues to grow in the United

States. Currently, 39% of students in undergraduate programs identifies as Latino. In graduate

schools, the Latino population increased by 137% since 2000. Latinos face several challenges

when navigating the culture of Predominantly White Institutions (PWI). These challenges

include stress, discrimination and racism. Some authors have identified coping strategies that

help Latino students navigate the world of PWI at the undergraduate level. One of these

strategies is creating a refugio or counter space. Although the literature has explored these

refugios at an undergraduate level, there is no research on the impact refugios may have on

graduate students. This qualitative study explores the relationship between refugios and

success in PWI for Latino graduate students. Using a Critical Race Theory/Latino Critical Theory

approach, the researchers analyze the data from participant survey and interviews to identify

key issues and ideas surrounding refugios for Latino students in graduate school.
Refugios and Latinos Success in PWI 3

Description, Significance, Literature, and Research Questions

Latinos navigating Predominantly White Institutions (PWI)

The percentage of Latinos in undergraduate programs rose from 22% in 2000 to 39% in

2016. During the same period of time, the number of Latino students in graduate school more

than doubled, going from 111,000 in 2000, to 260,000 in 2016, an increase of 134 % (McFarland

et al., 2018). Latinos face several cultural and social challenges when navigating the social

environment of a PWI as a minority student (Andrade, 2018; Strayhorn, 2008; Robertson,

Bravo, & Chaney, 2016). These challenges include: (a) stress, (b) lack of social support, (c) and

racism (Strayhorn, 2008; Villalpando, 2003; Robertson et al., 2016). In addition to these social

challenges, Latino graduate students (GLS) have other factors affecting their school experience;

specifically, not feeling connected to their college, existing within the cultural environment, and

difficulty with utilizing technology (Veal, Bull, & Fitzgerald Miller, 2012).

Several studies highlight the existence of discrimination toward undergraduate Latino

students (ULS) in PWI, and explore the coping mechanisms of ULS who have proven to be

successful navigating the PWI setting (Strayhorn, 2008; Murphy & Murphy, 2016; Robertson et

al., 2016; Solórzano & Yosso, 2002; Torres, 2003; Villalpando, 2003; Yosso, Smith, Ceja, &

Solórzano, 2009). Strayhorn (2008) states that ULS who feel more connected to their university,

or have a deeper sense of belonging, are significantly more successful in school than those

Latino peers who do not have that sense of belonging.

Review of the Literature

Critical Race Theory and Latino Critical Theory. Using Critical Race Theory (CRT), and

Latino Critical Theory (LatCrit), as the theoretical framework of the study enables us to
Refugios and Latinos Success in PWI 4

understand the importance of cultural/racial coping strategies for GLS in PWI’s. CRT challenges

the notion that racism is a personal feeling by stressing the need to understand racism within

its social, economic, and historical context (Gillborn, 2015). In education, CRT works toward

eliminating racism while also eliminating other forms of subordination based on gender, class,

sexual orientation, language and national origin (Solórzano & Yosso, 2002). CRT scholars

critique societal racism in Black and White binary terms. LatCrit expands this critique and adds

the element of discrimination based on language, accent, and nationality (Peralta, Caspary, &

Boothe, 2013). The five basic tenets of CRT and LatCrit are: (1) race and racism pervades and

interconnects with other forms of subordination; (2) to question of the dominant belief

system/status quo; (3) to have a commitment to social justice; (4) the centrality of experiential

knowledge; and (5) a multidisciplinary perspective.

Refugios. The process of creating a refugio or placemaking, was identified as a clear

coping strategy ULS used in order to be successful in school (Andrade, 2018; Cerezo & Chang,

2013; Villalpando, 2003; Yosso et al., 2009). These places, also called counter spaces (Yosso et

al., 2009), often provide refuge or refugio from racism and discrimination in the college at large;

as well as provide a social space where students can cultivate friendships and develop a sense

of community (Robertson et al., 2016). In some cases these refugios are created in an academic

environment by faculty or university staff (e.g., Ethnic studies courses, Chicano studies courses,

library spaces, study groups), or in social organizations (e.g., fraternities and sororities).

Refugios are spaces where Latino students culturally nourish and replenish themselves

as a response to feeling marginalized by the climate in their universities (Villalpando, 2003). In

Refugios and Latinos Success in PWI 5

refugios ULS can build a sense of community that highlights their cultural wealth over their

differences with the main culture (Yosso et al., 2009). Often, academic refugios develop from

social refugios, and vice versa. Within refugios, students cultivate friendships, build community

and hold each other accountable for academic success (Robertson et al,.2016; Villalpando,

2003).

Although the creation of refugios has been researched at the undergraduate level

(Robertson et al., 2016; Villalpando, 2003; Yosso et al., 2009), there is a dearth of literature

addressing the needs of GLS. Even if Latino students learn how to navigate the world of a PWI

as an undergraduate student, there are many marked differences on the demands of

undergraduate vs. graduate programs (Steen et al., 1999), and dealing with these demands may

exacerbate stress and other factors influencing the GLS’s life.

The purpose of this exploratory study is to investigate how GLS utilize or create refugios

in PWI’s in order to succeed in their programs.

Conceptual Framework and Research Questions

Based on the literature previously mentioned, below is the conceptual framework for

the study.

Undergraduate Refugios SUCCESS!

programs
Latino
students
Refugios
Graduate
?
programs
Refugios and Latinos Success in PWI 6

The research questions leading the inquiry are

1. How are GLS using refugios in order to be successful in their programs?

2. What are the identifiable characteristics of the refugios for these students?

Methodology

We will use two methods for this study: (a)graduate student survey at three institutions

(George Mason University, Loyola University-Maryland, and University of North Carolina-Chapel

Hill), and (b) interviews with GLS across all three campuses. The surveys will be distributed at

each of the campuses to self-identified GLS. Through GLS contacts in each university,

participants will be asked to fill out the survey and recommend other friends that may be able

to answer the survey as well.

Survey

We intend to use a survey to explore attitudes and perceptions of Latino graduate

students on coping strategies and mechanisms that help students be successful in graduate

school.

Using purposive sampling and snowball sampling, we will identify participants for this

study. The selection criteria includes: (a) considering themselves to be Latino/a, (b) and

attending a PWI as a graduate student. The survey consists of 14 questions on tools to be

successful in graduate school, and ten questions related to demographic information (e.g.,

gender, role, age). The survey will also include an opportunity for participants to provide

contact information if they would like to be contacted to participate in an interview.

Refugios and Latinos Success in PWI 7

Validation of the instrument. The content of the survey was validated by 3 experts in

the area of CRT and Refugios. All three experts agreed that the survey measured the concept it

was designed to measure(Bolarinwa, 2015). After the experts reviewed the survey, we

perfomred a test-run of the instrument. Two colleagues answered the survey in a think-aloud

pattern in order to help the PI understand whether the questions were appropriate for the

research topic. After the read aloud procedure, two questions were discarded and a different

question was added to the final version of the survey (See Appendix A for final product). It will

use a six point Likert-like scale.

Incentives. Three $20 amazon giftcards will be raffled off in each university for students

who complete the survey.

Latino graduate student interviews

We will contact those students who volunteer for an interview and we will conduct the

interviews at a place of their choosing. The interviews will last approximately one hour. We will

use a semi-structured interview protocol to facilitate the interviews. The protocol includes

questions related to (a) experiences and perceptions as GLS, (b) positive and negative

experiences related to academic and social interactions in a PWI and (c) using refugios as a

strategy in which students deal with racist incidents, discrimination, and marginalization. All

interviews will be audio recorded with participant permission. We will begin each interview by

explaining the nature of the study, and reviewing expectations. We will collect signed consent

forms from all participants prior to beginning the research. Questions for the semi structure

protocol are taken from Peralta et al., (2013), and Robertson et al., (2016) (see Appendix B).
Refugios and Latinos Success in PWI 8

Trustworthiness. In order to maintain a high level of trustworthiness, the PI and the

contact person in each university will take part in the interview. The second person in the

interview will take field notes in order to compare them to the PI’s notes during the analysis. At

the end of each interview the PI will conduct a member check based on the field notes taken

(Brantlnger, Jimenez, Klinger, Pugach, & Richardson, 2005).

Incentives. Each participant will receive a $20 amazon giftcard for participating in the

survey.

Analysis

Using a CRT/LatCrit lens, we will transcribe the interview data and perform a basic

interpretative qualitative analysis with NVivo software (Merriam, 2002). Using NVivo, we will

open code transcribed qualitative data (Creswell, 2009).We will also conduct member checks at

the end of data gathering and analysis to ensure trustworthiness. To ensure confidentiality, all

data will be deidentified before coding. We will use SPSS software to provide frequency reports

of de-identified survey data (e.g., age of students, gender, nationality). Overall the project will

take one year to complete (See appendix C).

Personnel

Faculty 15% FTE

The research interests of the PI, Carlos Lavin, lie within the intertectionality of Latinos

and disability, access to higher education for Latino students, and inclusive education in

internationlal settings. His personal experience in academia as a Latino scholar was a starting

point for this grant. His work these past two years focuses on access to equitable education for

minority students in PWI’s. He is experienced in organizing and leading internationla research

Refugios and Latinos Success in PWI 9

projects as well asconducting participant interviews in English and in Spanish (See appendix D

for CV).

Part time Graduate Research Assistant

A GRA will be employed part-time. The GRA will assist with the data analysis to ensure

the trustwothiness of the themes that emerge from the research are meaningful and His duties

will include establishing rapport with participants, and ensuring that all materials are ready for

analysis.

Contractors

We will hire two independent contractors in order to help with the coding and analysis.

Each one from one of the schools where the study will take place. Lucia Mock is in charge of the

Latino Research Hub at the University of North Carolina-Chapel Hill. She is in constant contact

with GLS in the school of education and the department of Sociology. Dr. Tommy Ender is a

Postdoctoral fellow at Loyola University-Maryland. As Latino faculty, he is often involved with

GLS activities and is in friendly terms with Latino organizations across the univiersity’s campus.

Their input will be invaluable since they can provide helpful insight into their institution’s social

and racial climate.

(Total Words= 1,682)

Refugios and Latinos Success in PWI 10

References

Andrade, L. M. (2018). Latina/o transfer students’ selective integration and spatial awareness of

university spaces. Journal of Hispanic Higher Education, 17, 347–374.

doi:10.1177/1538192717701252

Bolarinwa, O. (2015). Principles and methods of validity and reliability testing of questionnaires

used in social and health science researches. Nigerian Postgraduate Medical Journal, 22,

195. doi:10.4103/1117-1936.173959

Brantlnger, E., Jimenez, R., Klinger, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in

special education. Exceptional Children, 71, 195–207.

Cerezo, A., & Chang, T. (2013). Latina/o achievement at predominantly white

universities: The importance of culture and ethnic community. Journal of Hispanic

Higher Education, 12, 72–85. doi:10.1177/1538192712465626

Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods

approaches (3rd ed). Thousand Oaks, Calif: Sage Publications.

Gillborn, D. (2015). Intersectionality, Critical Race Theory, and the primacy of racism: Race,

class, gender, and disability in education. Qualitative Inquiry, 21, 277–287.

doi:10.1177/1077800414557827

Strayhorn, T. (2008). Sentido de Pertenencia: A hierarchical analysis predicting sense of

belonging among Latino college students. Journal of Hispanic Higher Education, 7, 301–

320. doi:10.1177/1538192708320474

McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., … Ossolinski, M. (n.d.). The

Condition of Education 2018 (p. 384). IES.

Refugios and Latinos Success in PWI 11

Merriam, S. B. (2002). Qualitative research in practice: examples for discussion and analysis (1st

ed). San Francisco: Jossey-Bass.

Murphy, J. P., & Murphy, S. A. (2016). Using mixed methods research to examine the benefits of

culturally relevant instruction on Latino students’ writing skills. Research & Teaching in

Developmental Education, 33(1), 6–30.

Peralta, C., Caspary, M., & Boothe, D. (2013). Success factors impacting Latina/o persistence in

higher education leading to STEM opportunities. Cultural Studies of Science Education, 8,

905–918. doi:10.1007/s11422-013-9520-9

Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an

analytical framework for education research. Qualitative Inquiry, 8, 23–44.

Steen, S., Bader, C., Kubrin, C., Macheski, G., Pescosolido, B., & Delucchi, M. (1999). Rethinking

the graduate seminar. Teaching Sociology, 27, 167–173.

Torres, V. (2003). Influences on Ethnic Identity Development of Latino College Students in the

First Two Years of College. Journal of College Student Development, 44(4), 532–547.

doi:10.1353/csd.2003.0044

Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigators.

The Qualitative Report. 15, 754-760. https://nsuworks.nova.edu/tqr/vol15/iss3/19

Veal, J. L., Bull, M. J., & Fitzgerald Miller, J. (2012). A framework of academic persistence and

success for ethnically diverse graduate nursing students. Nursing Education Perspectives

(National League for Nursing), 33, 322–327.

Refugios and Latinos Success in PWI 12

Villalpando, O. (2003). Self-segregation or self-preservation? A critical race theory and Latina/o

critical theory analysis of a study of Chicana/o college students. International Journal of

Qualitative Studies in Education (QSE), 16, 619–646.

doi:10.1080/0951839032000142922

Robertson, R., Bravo, A., & Chaney, C. (2016). Racism and the experiences of Latina/o college

students at a PWI (Predominantly White Institution). Critical Sociology, 42, 715–735.

doi:10.1177/0896920514532664

Yosso, T., Smith, W., Ceja, M., & Solórzano, D. (2009). Critical Race Theory, racial

microaggressions, and campus racial climate for Latina/o undergraduates. Harvard

Educational Review, 79, 659–691. doi:10.17763/haer.79.4.m6867014157m707l

Refugios and Latinos Success in PWI 13

Budget

Institution Name: George Mason University

Principal Investigator(s): Carlos E. Lavín
Project Title: Finding Refugios: Understanding How Latino Graduate Students succeed in PWIs
Grant Period: from 8/31/2019 to 8/30/

Personnel Year 1 Year 2 Year 3 Total

(if applicable) (if applicable)
Salaries
Principal Investigator $ 15,000
Co-PI(s)
Research Assistant(s) $ 11,000
Staff $ 2,000
Tuition/Fees $ 4,401
Benefits $ 6,186

Subtotal Personnel $ 36, 587

Project Expenses
Fees/Stipends $ 750
Supplies $ 1,749
Communication
Transcription $ 3,000
Equipment
Travel $ 2,181.72
Dissemination $ 3,000

Subtotal Project Exp. $ 49,567.72

Total Direct Costs $ 49,567.72

Sub-Contract(s)

Total Project Costs $ 49,567.72

If the Total Project Costs are $50,000 or less, we require an authorized signature below.

Signature of Authorized Financial Officer: _______________________________________

Printed Name:_______________________________________
Title: _______________________________________
Date: _______________________________________

Although a budget justification is not required, you are welcome to include one if you have line items that
you feel need further explanation.

** Please note: The Spencer Foundation does not allow for indirect costs on grants of $50,000 or less.
Refugios and Latinos Success in PWI 14
Refugios and Latinos Success in PWI 15

Budget Justification
Personnel
Primary Investigator (PI)
Mr. Lavin will serve as the PI for this project at George Mason University. His knowledge on the
topic and previous work in the field of Latinos in higher education are important assets to the
study. The project will take part during the Fall semester of 2019, and the Spring semester of
2020 at .15 FTE for each semester in question. During this time he will set up the necessary
networks, develop the questionnaire and the interview protocol. He will conduct the interviews
in all three sites and lead the analysis of data gained from the interviews. Total $15,000

Fringe Benefits
The proposed benefit rate is 25%
Total: $3,750

Graduate Research Assistant (GRA)

A graduate assistant will be hired for 10 hours a week in order to help with the organization,
coding and analysis of the data. Qualitative data analysis should not be done individually
(Merriam, 2002).
The graduate assistant rate for part time at a Dean’s Scholar Rate is $11,000.
Insurance benefits are 2,416
Tuition fees for nine credits at $489 per credit is $4,401
Total: $ 17,837

Staff
Recruiters and data analysts in other campus: Lucia Mock, at University of North Carolina-
Chapel Hill, and Tommy Ender at Loyola University in Maryland will receive a $1,000 flat fee for
their participation in the study. Both Ms. Mock and Dr. Ender will work collaboratively with the
PI in order disseminate the surveys, recruit possible interview participants and establish rapport
with campus organizations at the beginning of the study. They will also aid creating the coding
manual and analyzing the interview transcripts in order to establish trustworthiness of the data
(Merriam, 2002).
Total: $ 2,000

Personnel total: $38,587.00

Project Expenses
Incentives
We will raffle 5 amazon $25 gift cards to participants who only fill out the survey. Those
participants that are interviewed will receive a $25 amazon gift card for their time. (QUOTE ON
WHY INTERVIEWS ARE HARD)
Total: $750

Supplies
Refugios and Latinos Success in PWI 16

We will purchase a Software license for Nvivo software $1,199 for the qualitative analysis, 3
digital recorders $100 each ($300 total), paper, pens, and copies $250. For paperwork including
consent forms, and for notetaking during the interview.
Total: $ 1,749

Transcription
Transcription funds are based on a rate of $60 for hour transcribed. We anticipate spending an
hour to 2 hours per interview up to 50 hours. 50hours x $60= $3,000
Total: $ 3,000

Travel
Travel includes the PI visiting two of the three campuses in the project. These campuses are out
of state. The PI expects at least 4 trips per campus to conduct the interviews. Face to face
interviews increase the possibility of establishing rapport and helping the participant feel more
comfortable and share more intimate experiences (Turner, 2010). The request includes per
diem, hotel rates for 4 nights in Chapel Hill, federal mileage reimbursement for four trips to
each campus and car rental prices for 8 days.
Total: $ 2,181.72

Dissemination of results
Funds for disseminating results at two conferences are requested as well. Funds include
registration fees for 2 conferences, hotel, per diem, and travel costs. Dissemination is planned
no later than Summer 2020.
Total: $3,300

Project Expenses Subtotal: $ 11,980.72

Total Project Costs: $ 49,567.72

Refugios and Latinos Success in PWI 17

Appendix A

Survey Protocol
Refugios and Latinos Success in PWI 18

Survey

Responses will be on a 6 point Likert-like scale: (1)Totally agree, (2)Somewhat agree, (3)

Neither agree or disagree, (4) Somewhat disagree, (5) Totally disagree, and (6) I don’t know/ I

am not sure. Demographic questions are not included.

1. My experiences in grad school are like every other student.

2. My race or cultural heritage influences the way I approach grad school.
3. My race or cultural heritage influences the way other people see me in grad school.
4. The atmosphere at my university is one of acceptance and tolerance of all cultures.
5. The atmosphere at my university is one of acceptance and tolerance of Latino culture.
6. I feel I am included in all discussions in my classes.
7. I feel peers and teachers expect me to answer for all of my race when discussing diverse
related issues.
8. I feel teachers expect less of me because of my heritage, culture or race.
9. It is hard to find students who understand what I experience unless they share my
background (ethnicity, race, culture).
10. I have a group of peers at school whom I hang out with regularly.
11. I have a group of peers at school whom I can talk with about issues of discrimination and
racism.
12. My peers and I hang out at the same spot most of the time because it is convenient.
13. My peers and I like to talk about the teachers that are more woke than others.
13. I have a consistent group of peers with whom I can talk about issues of discrimination and
rely on their support in school.
14. My peers and I try to exclude people from other groups when we hang out.
14. My peers and I often talk about race issues in class, but we also talk about other things
that are not academic related.
Refugios and Latinos Success in PWI 19

Appendix B

Semi-Structured Protocol
Refugios and Latinos Success in PWI 20

Interview Protocol

1. Tell me a little about yourself.

2. Where were you born?

3. Where did you grow up?

4. Why did you decide to go to graduate school?

5. What were some of the challenges you encountered?

6. How have you dealt with those challenges

7. Do you have a group of friends or peers you can talk to about these challenges?

8. How did this group form?

9. Can you describe the role that your family played during your educational experience?

10. Can you describe the role that your friends and community members played during your

educational experience?

Adapted from Peralta et al., (2013); and Robertson et al., (2016)

Refugios and Latinos Success in PWI 21

Appendix C

Refugios Project Timeline

Refugios and Latinos Success in PWI
September 2019 to
December 2019
 Complete IRB proposals for
3institutions Initiate
participant recruitment
 Distribute Survey
 Analyze survey findings
 Contact participants
 Conduct 10 interviews at
research site 1
 Edit transcribed stories and
conduct preliminary data
analysis
 Record stories for all
participants at research site
1 coding
 Conduct site visits for
research sites 2 and 3
 Begin data collection at site
2 (10 interviews)
 Begin data collection at site
3 (10 interviews)
22
Refugios Project Timeline
January 2020 March 2020 to May June 2020 to August
to February 2020 2020 2020
 Conduct site visits 2  Data analysis including  Write up results
and 3 for final coding and categorical  Develop manuscripts
interviews analysis of campus for publication
 Ongoing editing of climate themes and the  Submit findings to
transcribed stories use of refugios conference “B”
and data analysis  Development of findings  End of project
activities  Conduct final visit to
 Develop and test research sites (member
rubric for classifying checks)
stories and classify  Begin writing up results
stories by type  Submit findings to
 Develop initial conference “A”
themes from axial
Refugios and Latinos Success in PWI 23

Appendix D

Carlos Lavin CV
Refugios and Latinos Success in PWI 24

CARLOS E. LAVIN

Doctoral Student in Special Education

George Mason University
Email: clavin@gmu.edu
Mobile phone: (919) 259-1820

EDUCATION
Current Doctoral Student George Mason University Special Education
M.A.T 2011 North Carolina Central University, Special Education
B.S. 2006 Loyola University New Orleans, Business Administration

Certifications/Licenses

2012 Middle School Mathematics, NC

2011 Mild/Moderate Disabilities Special Education K-12, NC
2006 English as a Second Language (ESL)

Fellowships
North Carolina Excellence Fellowship
Bridging the Gap Between Research and Practice Service Grant, Cultural Responsive Teacher
Grant

Professional Experience

2017-present Graduate Research Assistant, George Mason University, Fairfax, VA

2017-present Editorial Assistant, Learning Disabilities Research and Practice
2013-2016 Special Education Team Leader, Northside Elementary, Chapel Hill, NC
2015-2016 Blue Ribbon, Student Six, Co-Facilitator, Chapel Hill, NC
2012-2013 Special Education Resource Teacher, Carrboro Elementary, Carrboro NC
2009-2012 Special Education Teacher K-12 Woods Charter School, Chapel Hill, NC
2008-2009 Interpreter/Translator, Orange County Public Schools, Hillsborough, NC
2006-2008 Special Education Teaching Assistant, Estes Hills Elementary, Chapel Hill, NC

College Teaching

George Mason University

Spring 2019 EDUC 301: Educating Diverse and Exceptional Learners. Role: Instructor
Fall 2018 EDUC 301: Educating Diverse and Exceptional Learners. Role: Instructor
Spring 2018 EDSE 403/503: Language Development and Reading. Role: Instructional
Support
Refugios and Latinos Success in PWI 25

University of North Carolina at Chapel Hill

Fall 2017 EDUC 390: Exceptionality across the Life Span. Role: College Teaching
Summer 2017 EDUC 689: Foundations in Special Education. Role: Online Instructional
Support

SCHOLARSHIP

Publications

Francis, G. L., Gross, J. M. S., Lavin, C., Casarez, L., & Sheets, N. (2018). Hispanic caregiver’s
experiences supporting positive post-school outcomes for young adults with disabilities.
Manuscript accepted to Intellectual and Developmental Disabilities. 56, 337–353. doi:
10.1352/1934-9556-56.5.337

Manuscripts submitted for peer-review or in progress.

Book Chapters

Brigham F. J., McKenna, J. W., Lavin, C., E., Brigham, M. M., Zurawski, L. (2018). Promoting
positive freedoms for secondary students with emotional and behavioral disorders: The
role of instruction. In Viewpoints on Interventions for Learners with Disabilities. 31-53.
doi: 10.1108/S0270-401320180000033003

Garwood, J., Mason, L.H., & Lavin, C. Teaching Students with Emotional Disturbance to Write:
Self-Regulated Strategy Development. Manuscript submitted for publication.

REFEREED SCHOLARY PRESENTATIONS

Mason, L.H., Mamlin, M., & Lavin, C. Writing Interventions for Culturally Linguistically Diverse
Students with Learning Disabilities. Council for Learning Disabilities, Baltimore, 2017.

Mason, L.H., DeBettencourt, L., Mamlin, N., Faggella-Luby, M., & Lavin, C. Self-regulated
learning: Instruction for Cuban teachers. Council for Exceptional Children Annual
Convention. Boston, 2017
Refugios and Latinos Success in PWI 26

Lavin, C. & Williams, J. Instructional strategies for teaching reading comprehension to

Underachieving Struggling Readers; ICU. 2011 Annual Convention of the Council for
Exceptional Children. National Harbor, MD April 25-28, 2011

Pikes, T., Lavin, C., Bush, A., & Abdul-Wakil, S., Understanding lessons learned: A must for
preparing century competent responsiveness practitioners for 21st Diverse Cultural
Contexts. Teacher Education Division for Exceptional Children Conference. St. Louis, MO.
November 4-7, 2010

INVITED SCHOLARLY PRESENTATIONS, KEYNOTES, WEBINARS, AND WORKSHOPS

Lavin, C., Guest Lecturer, Universal Design for Learning; EDUC 390 Exceptionality Across the Age
Span, UNC Chapel Hill, November, 16, 2016

Lavin, C., Guest Speaker, Understanding modern day colonialism; UNC Chapel Hill, October 12,
2015

Lavin, C, & Gutman, A. Characteristics of Students with Learning Disabilities, North Carolina
Central University, School of Education Speech Department, October 4, 2010

CURRENT RESEARCH PROJECTS

2017-2018 Refugios in a PWI: Knowledge generation for the other
207-2018 Inclusive education in Mexico City: an international perspective.

SERVICE
2014-2016 MTSS Co-Chair, Northside Elementary, Chapel Hill NC
2015-2016 Project Advance Member, Chapel Hill-Carrboro City Schools, NC
2014-2015 Superintendent Advisory Committee Member, Chapel Hill-Carrboro City
Schools, NC

Editorial Service

Guest Review
2017 Learning Disabilities Research and Practice

MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS

Refugios and Latinos Success in PWI 27

American Education Research Association (AERA)

Council for Learning Disabilities (DLD)
Council for Exceptional Children (CEC)
Council for Learning Disabilities (CLD)
Golden Key International Honour Society