NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1175192
Record Type: Journal
Publication Date: 2018-Mar
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0091-732X
Mapping Intersectionality and Latina/o and Chicana/o Students along Educational Frameworks of Power
Alemán, Sonya M.
Review of Research in Education, v42 n1 p177-202 Mar 2018
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A