175
Views
0
CrossRef citations to date
0
Altmetric
Research Article

A LatCrit Analysis of Latina Collegians’ Recollections of Racism in Educational Spaces

ORCID Icon & ORCID Icon

References

  • Bell, D. (1995). Who’s afraid of critical race theory? University of Illinois Law Review, 1995(4), 893–910.
  • Castro-Atwater, S. A. (2016). Color-blind racial ideology in K-12 schools. In H. A. Neville, M. E. Gallardo, & D. W. Sue (Eds.), The myth of racial color blindness: Manifestations, dynamics, and impact (pp. 207–225). American Psychological Association.
  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14. https://doi.org/10.2307/1176100
  • Durand, T. M. (2011). Latina mothers’ cultural beliefs about their children, parental roles, and education: Implications for effective and empowering home-school partnerships. The Urban Review, 43(2), 255–278. https://doi.org/10.1007/s11256-010-0167-5
  • Espinoza, R. (2010). The good daughter dilemma: Latinas managing family and school demands. Journal of Hispanic Higher Education, 9(4), 317–330. https://doi.org/10.1177/1538192710380919
  • Espinoza-Herold, M. (2007). Stepping beyond ‘sí se puede’: Dichos as a cultural resource in mother-daughter interaction in a Latino family. Anthropology & Education Quarterly, 38(3), 260–277. https://doi.org/10.1525/aeq.2007.38.3.260
  • Espinoza-Herold, M., & González-Carriedo, R. (2017). Issues in latino education: Race, school culture, and the politics of academic success (2nd ed.). Routledge.
  • Flink, P. J. (2018). Latinos and higher education: A literature review. Journal of Hispanic Higher Education, 17(4), 402–414. https://doi.org/10.1177/1538192717705701
  • Flores, T. T. (2018). Cultivando la voz mujer: Latina adolescent girls and their mothers rewriting their pasts and imagining their futures. Literacy Research: Theory, Method, & Practice, 67(1), 211–227. https://doi.org/10.1177/2381336918786733
  • Freire, J. A., & Valdez, V. E. (2017). Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy. Bilingual Research Journal, 40(1), 55–69. https://doi.org/10.1080/15235882.2016.1272504
  • Fujimoto, M. O. (2013). Resisting the dominant narrative: The role of stories in Latina educational success. Association of Mexican American Educators Journal, 7(1), 38–47. https://amaejournal.utsa.edu/index.php/AMAE/article/view/127/118
  • Garcia, N. M., Salinas, C., Jr., & Cisneros, J. (Eds.). (2021). Studying Latinx/a/o students in higher education: A critical analysis of concepts, theory, and methodologies. Routledge.
  • Greenberg, J. P. (2012). Educational engagement practices of urban immigrant latina mothers. Journal of Ethnic & Cultural Diversity in Social Work, 21(3), 231–248. https://doi.org/10.1080/15313204.2012.700495
  • Hammer, C. S., Sawyer, B. E., & Cycyk, L. M. (2018). Madres educando a sus niños: Integrating culture into intervention. In S. Sonnenschein & B. E. Sawyer (Eds.), Academic socialization of young Black and Latino children: Building on family strengths (pp. 187–208). Springer.
  • Jones, S. R., Torres, V., & Arminio, J. (2022). Negotiating the complexities of qualitative research in higher education: Essential elements and issues (3rd ed.). Routledge.
  • Kiyama, J. M., Museus, S. D., & Vega, B. E. (2015). Cultivating campus environments to maximize success among latino and Latina college students. New Directions for Higher Education, 2015(172), 29–38. https://doi.org/10.1002/he.20150
  • Kohli, R., Pizarro, M., & Nevárez, A. (2017). The ‘new racism’ of K–12 schools: Centering critical research on racism. Review of Research in Education, 41(1), 182–202. https://doi.org/10.3102/0091732X16686949
  • Lopez-Robertson, J. (2015). ‘No sabia que tenía valor’: Uncovering Latina mothers’ multiple literacies. Journal of Family Strengths, 15(2), Article 2. https://digitalcommons.library.tmc.edu/jfs/vol15/iss2/2
  • Marrero, F. A. (2016). Barriers to school success for Latino students. Journal of Education & Learning, 5(2), 180–186. https://doi.org/10.5539/jel.v5n2p180
  • Marrun, N. A. (2020). ‘My mom seems to have a dicho for everything!’: Family engagement in the college success of Latina/o students. Journal of Latinos and Education, 19(2), 164–180. https://doi.org/10.1080/15348431.2018.1489811
  • Pagán, O. (2022). A multilevel framework of racism as a barrier to teachers’ implementation of culturally relevant pedagogy. American Educational Research Association Open, 8(1), 1–14. https://doi.org/10.1177/23328584221106193
  • Pappamihiel, N. E., & Moreno, M. (2011). Retaining latino students: Culturally responsive instruction in colleges and universities. Journal of Hispanic Higher Education, 10(4), 331–344. https://doi.org/10.1177/1538192711410602
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.
  • Reyes, H. L., & Duran, A. (2022). A narrative study examining Latina collegians’ maternal relationships and their influence on educational trajectories. Journal of Latinos and Education. Advance online publication. 23(1), 149–162. https://doi.org/10.1080/15348431.2022.2114907
  • Rischall, E., & Meyers, S. A. (2019). Conflicting cultural pressures and the adjustment of latino college students. Journal of Hispanic Higher Education, 18(4), 343–356. https://doi.org/10.1177/1538192717747948
  • Sanchez, M. E. (2019). Perceptions of campus climate and experiences of racial microaggressions for Latinos at Hispanic-serving institutions. Journal of Hispanic Higher Education, 18(3), 240–253. https://doi.org/10.1177/1538192717739351
  • Solorzano, D. G., & Bernal, D. D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342. https://doi.org/10.1177/0042085901363002
  • Suarez, C., & Quiñones, B. (2021, March 7–26). Courageous cuentos: Intergenerational knowledge of Latina mothers as lessons of resistance and persistence for daughters navigating academia [ Conference presentation]. NASPA 2021 Virtual Conference.
  • Valdés, F. (1997). Foreword: Under construction. LatCrit consciousness, community, and theory. California Law Review, 85(5), 1087–1142. https://doi.org/10.2307/3481057
  • 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, 16(5), 619–646. https://doi.org/10.1080/0951839032000142922
  • Villenas, S., & Moreno, M. (2001). To valerse por si misma between race, capitalism, and patriarchy: Latina mother-daughter pedagogies in North Carolina. International Journal of Qualitative Studies in Education, 14(5), 671–687. https://doi.org/10.1080/09518390110059883