ERIC Number: EJ1170338
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Reference Count: 60
The Power of Ethnic Studies: Portraits of First-Generation Latina/o Students Carving out "un Sitio" and Claiming "una Lengua"
International Journal of Qualitative Studies in Education (QSE), v31 n4 p272-292 2018
For more than 50 years, college and high school students, families, and community activists have fought for the preservation of ethnic studies. Qualitative research studies consistently have shown positive outcomes, including increased academic engagement and affirmation, for students who take ethnic studies in K-16. In this article, I argue that Latina/o students who enrolled in ethnic studies courses benefited academically and personally from culturally responsive pedagogies. The portraits presented in this article are part of a larger ethnographic study of the schooling experiences of Latina/o students. Data were collected from in-depth, semi-structured interviews, and field notes at two universities. Findings show that the students' experiences in the courses served as "sitio y lengua" [a space and a language/discourse] in which they experienced:(1) intersecting "sitios" of home and school pedagogies; (2) (re)claimed an academic space and identity; and (3) (re)defined and (re)connected the boundaries of community space. Ultimately, this article advocates for the expansion of ethnic studies.
Descriptors: Hispanic American Students, Self Concept, Qualitative Research, Ethnic Studies, Culturally Relevant Education, Semi Structured Interviews, Teaching Methods, Ethnography, Student Attitudes, Educational Experience, Learner Engagement, Outcomes of Education, Educational Benefits, Mexican Americans, Course Descriptions, First Generation College Students, Institutional Characteristics, Participant Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: California; Arizona; Illinois