Annotate this passage please

Annotated Bibliography Guidelines Directions: Each student is required to write an entry per reading assigned in the syllabus (i.e. an entry per chapter and/or article that is assigned. Definition: Annotated bibliographies are a list of references followed by an annotation. Annotations provide a space to reflect on the quality, validity and soundness of the argument or premise of the reference. Annotations also include a critical analysis of how the reference relates to other similar research. Annotated bibliographies are not summaries! Writing Requirements: -Each annotated entry should be between 150-200 words in length. -APA or MLA Formatting Style Annotated Bibliographic Entries: Address the following:

What are the main arguments/points of the article/chapter? What methodology was used? How does this relate to other related readings? Does the author provide sufficient evidence? Cite strong or interesting quotes/evidence. What lingering questions remain?

Sample Annotated Bibliographic Reference on First-generation Chicana/o College Students: Gándara, P. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. New York:

State University of New York Press. Gándara (1995) conducted 50 one-on-one interviews with Chicanas/os) who successfully navigated the higher education system for purposes of upward mobility. In contrast to most research on Chicana/o students (which student failure), the author conducted a study of successful Chicana/os who all obtained JD, Ph.D. or MD degrees and attended competitive U.S. universities. Two-thirds of her sample was the first generation to be born in the U.S. Gándara found through her retrospective interviews that many of the tactics Chicana/o parents utilized to instill achievement motivation were the same strategies the literature reports that middle class parents employ. For example, she noted, “They, (especially the mothers) were very supportive of their children’s educational goals, set high performance standards, modeled and encouraged literacy, and helped with schoolwork” (p.111). Further, she argued that her sample’s parents were very supportive, tended to encourage both sons and daughters equally, and mothers were especially strong influences, as well as contributors to the family income (Gándara,1995). By moving away from a deficit model framework, the author makes a great contribution to the literature on first and second-generation college-attending Chicanas/os.