Minority within a Minority Paradox: Asian Experiences in Latino Schools & Communities (original) (raw)
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Curriculum Inquiry, 1999
In this article, Villenas and Deyhle use the lens of Critical Race Theory (CRT) to examine Latino schooling and family education as portrayed in seven recent ethnographic studies. They argue that CRT provides a powerful tool to understand how the subordination and marginalization of people of color is created and maintained in the United States. The ethnographic studies of Latino education are filled with the stories and voices of Latino parents and youth. These stories and voices are the rich data by which a CRT lens can unveil and explain how and why "raced" children are overwhelmingly the recipients of low teacher expectations and are consequently tracked, placed in low-level classes and receive "dull and boring" curriculum. The voices of Latino parents reveal how despite the school rhetoric of parent involvement, parents are really "kept out" of schools by the negative ways in which they are treated, by insensitive bureaucratic requirements, and by the ways in which school-conceived parent involvement programs disregard Latino knowledge and cultural bases. Together these studies offer an insight into the schooling success and failure of Latino/a students within the context of the social construction of Latino/Mexicano as Other, played out in the anti-immigrant, xenophobic ambience of this country. Yet these studies also give powerful testimony to the cultural strengths and assets of Latino family education as a base by which new ways of schooling can be conceived. It is in fact when communities act as a collective, firmly rooted in their own language and culture, and gain economic and political power that families are able to make concrete changes.
Chicanas and Chicanos in School: Racial Profiling, Identity Battles, and Empowerment
Latino Studies, 2006
Setting out to examine the Chicana/o school experience, Marcos Pizarro undertook a massive research project in urban East Los Angeles and rural Washington state school districts. Through in-depth interviews with high school, community college and university students over many years, Pizarro searched for answers to why so many Chicana/o students are failing in schools, why so many schools are failing Chicana/o students and what can be done to address this failure. These questions of Chicana/o school experience, which have been of vital concern to Chicana/o studies scholars, educators and community members alike for decades, were provoked in Pizarro by his years of research and activism in public education. Chicanas and Chicanos in School invites scholars, policy makers and those working with Chicana/o students to listen to the stories of the students themselves and to think about what schools can do to understand how the hidden and overt processes of racialization operate within the school setting, and what can be done to correct these in order to empower Chicana/o students to succeed in school. This book makes an important contribution to contemporary Latina/o studies, and offers a data driven explanation to how processes of racialization structure school performance. Pizarro places race and power
Anthropology and Education Quarterly, 2011
generated important understandings of how Latino cultural constructs such as consejos, educación, and respeto influence Latinos' experiences in and out of schools. Rodríguez-Brown (ch. 24) further clarifies how respect for Latino cultural values can help create strong home-school partnerships with Latino families. Sanchez Muñoz and García (ch. 18) suggest a paradigm shift in thinking about minority students as "at potential" rather than "at-risk" and they posit that educators would be wise to shift their emphasis from "needs assessments" to "asset inventories" in determining how best to serve students. The majority of Handbook authors heed this call by explicitly debunking deficit explanations and highlighting Latinos' linguistic, cultural, and other strengths to which successful policies and practices must be responsive.
Racialized Space: Framing Latino and Latina Experience in Public Schools
Teachers College Record, 2007
Background: Educational research shows differences in experience, access, and outcomes across racial groups with some groups advantaged and others disadvantaged. One of the concepts used to explain racial differences, racialization, is a taken-for-granted term that is yet to be fully defined in the context of the school. We differentiate the term from racism and show how the organizational space of a school is racialized. Taking a cue from feminist research on gendered
Academic Profiling: Latinos, Asian Americans, and the Achievement Gap
Addressing the "achievement gap" in academic performance has become prominent in educational reform efforts. However, too often,outcomes gathered from accountability measures are used to createhierarchies between students' performance based on gender and race/ethnicity. While such comparisons have traditionally beenmade between Black and White students, recently, more attention has been given to the performance of Latina/o and Asian American studentsbecause of their growing numbers in the educational system. In Academic Profiling: Latinos, Asian American, and the Achievement Gap, Gilda L. Ochoaexamines how afocus on the achievement gap, which she argues gives the "illusion" that inequality is being addressedby shifting the focus to high-stakes testing, hinders both Latina/o and Asian American students by ignoring structural and systemic injustices that "perpetuate hierarchical and binary thinking" (p. 2).
Theories of Racism, Asian American Identities, and a Materialist Critical Pedagogy (2015)
Journal for Critical Education Policy Studies, 13(1), pp.83-102, 2015
In this article, I argue that the persistence of “race” as the central unit of analysis in most U.S. scholarship on racialized populations and education has limited our systematic understanding of racism and class struggle. I discuss British sociologist Robert Miles’s notion of racialization—as a way to theorize and articulate multiple forms of racism, the specificities of oppression and lived experiences that impact historically marginalized populations in the U.S. I critique “race relations” sociology because it essentially create and reproduce a black/white dichotomy. To provide specificity to the discussion, I examine “Asian American” identities and the ways in which they have been racialized. I discuss two key components to the social and historical construction for Asian America: a critique of the “model minority” myth and the deconstruction of pan-Asian ethnicity. This article looks at the implications for a materialist critical pedagogy.