Mapping Intersectionality and Latina/o and Chicana/o Students along Educational Frameworks of Power

Autor/in	Alemán, Sonya M.
Titel	Mapping Intersectionality and Latina/o and Chicana/o Students along Educational Frameworks of Power
Quelle	In: Review of Research in Education, 42 (2018) 1, S.177-202 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X18763339
Schlagwörter	Hispanic Americans; Power Structure; Social Bias; Ethnicity; Identification (Psychology); Racial Bias; Gender Bias; Interviews; Focus Groups; College Students; Graduate Students; Student Empowerment; Barriers; Equal Education; Coping; Educational Practices; Educational Policy; Research Methodology; Literature Reviews + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Ethnizität; Racial discrimination; Rassismus; Geschlechterstereotyp; Interviewing; Interviewtechnik; Collegestudent; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienberechtigung; Bewältigung; Bildungspraxis; Politics of education; Bildungspolitik; Research method; Forschungsmethode
Abstract	This chapter reviews scholarship using intersectional analyses to assess how Latina/o and Chicana/o youth navigate imbricated systems of privilege and oppression in their educational trajectories. Scholars have explored the navigational tactics Latina/o and Chicana/o students use to negotiate their intersectional identities and the institutional practices that amplify or negate experiences of privilege or disenfranchisement. Others have articulated distinct forms of overlapping oppression, such as racist nativism, gendered familism, privilege paradox, and citizenship continuum. Researchers have also developed a methodology for intersectional analysis that combines both quantitative and qualitative elements, as well as a conceptual model that maps out the micro, meso, and macro levels of intersectionality to account for both structure and agency within multifaceted dynamics of power. This chapter notes the reliance on race- and gender-based frameworks, on interviews and focus groups, and on college-age or graduate students for intersectional analysis on Latina/o and Chicana/o students. Together, the chapter reveals the complexity of capturing the multitiered planes of privilege and power that intersect in dynamic ways to disenfranchise and empower Latina/o and Chicana/o students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01