¿Qué Dijeron?- What Did They Say?
Journal of Latinos and Education, ISSN: 1532-771X, Vol: 22, Issue: 1, Page: 317-324
2023
- 1Citations
- 3Usage
- 4Captures
Metric Options: Counts1 Year3 YearSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations1
- Citation Indexes1
- CrossRef1
- Usage3
- Abstract Views3
- Captures4
- Readers4
Article Description
This article examines the effects of language development among Hispanic women/Latinas and how such learning is shaped by bicultural and linguistic practices while navigating institutions of higher education. This qualitative, phenomenological study is part of a larger study designed to gather the perceptions of 25 Hispanic women/Latinas about their opportunities for leadership. The results of the study revealed the importance of language to their personal identity influenced by grounded theory–both their native language, Spanish, as their acquired English language and how likely it is to engage within community-based activities due to their ability to develop liaisons with various multilingual communities.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85085488182&origin=inward; http://dx.doi.org/10.1080/15348431.2020.1762604; https://www.tandfonline.com/doi/full/10.1080/15348431.2020.1762604; https://bearworks.missouristate.edu/articles-coe/208; https://bearworks.missouristate.edu/cgi/viewcontent.cgi?article=1359&context=articles-coe; https://dx.doi.org/10.1080/15348431.2020.1762604
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