Chicanas and Chicanos in School: Racial Profiling, Identity by Marcos Pizarro PDF

By Marcos Pizarro

ISBN-10: 0292706367

ISBN-13: 9780292706361

ISBN-10: 0292706650

ISBN-13: 9780292706651

ISBN-10: 0292797087

ISBN-13: 9780292797086

By way of any degree of try out ratings and commencement premiums, public colleges are failing to teach a wide percent of Chicana/o early life. yet regardless of years of study of this failure, no consensus has been reached as to the way to realistically deal with it. Taking a brand new method of those concerns, Marcos Pizarro is going on to Chicana/o scholars in either city and rural institution districts to invite what their college studies are particularly like, how academics and directors aid or thwart their academic aspirations, and the way colleges may perhaps larger serve their Chicana/o scholars. during this obtainable, from-the-trenches account of the Chicana/o university adventure, Marcos Pizarro makes the case that racial id formation is the the most important variable in Chicana/o scholars' luck or failure at school. He attracts at the insights of scholars in East l. a. and rural Washington kingdom, in addition to years of analysis and activism in public schooling, to illustrate that Chicana/o scholars face the daunting problem of forming a favorable feel of racial identification inside of an academic procedure that by accident but continually holds them to low criteria due to their race. From his research of this systemic challenge, he develops a version for knowing the method of racialization and for empowering Chicana/o scholars to achieve university that may be utilized by academics, tuition directors, mom and dad, group individuals, and scholars themselves.

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Extra resources for Chicanas and Chicanos in School: Racial Profiling, Identity Battles, and Empowerment (Louann Atkins Temple Women & Culture Series, Bk. 11)

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While not surprising, it may be detrimental that researchers interested in the history of Chicana/o schooling and those interested in the modern context tend to live in two different worlds. From the earliest interaction between the United States and Mexico, the Mexican was viewed as inferior on multiple levels: socially, politically, culturally, economically, religiously, and intellectually (Acuña 1988; De León 1983; Menchaca and Valencia 1990). These perceptions of Mexican inferiority were shaped by a combination of ignorance, fear, and greed that were framed within the larger political ideologies of the United States during the eighteenth and nineteenth centuries.

Inter14 introduction estingly, although some powerful historical analyses of the Chicana/o educational experience have been made, for the most part this history is not integrated into our contemporary analyses. While not surprising, it may be detrimental that researchers interested in the history of Chicana/o schooling and those interested in the modern context tend to live in two different worlds. From the earliest interaction between the United States and Mexico, the Mexican was viewed as inferior on multiple levels: socially, politically, culturally, economically, religiously, and intellectually (Acuña 1988; De León 1983; Menchaca and Valencia 1990).

Reyes and Halcon 2001; Valdés 2001). Some researchers have analyzed identity in the school context, but they created identity categories for students that focus primarily on the degree of academic investment they manifest, thus ignoring some of the critical forces that define that investment (Flores-Gonzalez 2002; Rymes 2001). Still others, as discussed earlier, continue to suggest the need for dramatic changes in the system at large (Garcia 2001; Stanton-Salazar 2001). Overall, the research that has looked at Chicanas/os and the schools has carefully examined various components of the Chicana/o school experience.

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Chicanas and Chicanos in School: Racial Profiling, Identity Battles, and Empowerment (Louann Atkins Temple Women & Culture Series, Bk. 11) by Marcos Pizarro


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