"There's Always Racism": Puerto Rican Mothers Naming Linguistic Inequities and Sharing Community Cultural Wealth Post-Displacement

Autor/in	Sambolín Morales, Astrid N.
Titel	"There's Always Racism": Puerto Rican Mothers Naming Linguistic Inequities and Sharing Community Cultural Wealth Post-Displacement
Quelle	In: Canadian Modern Language Review, 78 (2022) 4, S.309-325 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr-2021-0099
Schlagwörter	Puerto Ricans; Mothers; Cultural Influences; Racism; Language Usage; Social Capital; Resistance (Psychology); Problem Solving; Cultural Capital; Barriers; Ethnicity; Social Class; Gender Bias; Social Bias; Natural Disasters; Minority Groups; English (Second Language); Spanish Speaking; COVID-19; Pandemics; Educational Environment; Pennsylvania; Puerto Rico + Suchen Sie Ihr Suchwort? Puerto Rican; Puerto-Ricaner; Mother; Mutter; Cultural influence; Kultureinfluss; Rassismus; Sprachgebrauch; Sozialkapital; Resistenz; Problemlösen; Ethnizität; Social classes; Soziale Klasse; Geschlechterstereotyp; Natural disaster; Naturkatastrophe; Ethnische Minderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	In the following study, displaced Puerto Rican mothers and I created and explored a learning space -- culture circles -- that engaged participants in a critical cycle of problem posing, dialogue, and problem solving in relation to their experiences in the receiving Pennsylvania community. Using a qualitative, ethnographic approach, the study drew from Critical Pedagogy (CP), raciolinguistics, and a Community Cultural Wealth (CCW) framework to inform data collection and analysis. Individual interviews, culture circle meeting recordings, field notes, and digital artefacts created by four focal participants help illustrate how these mothers navigate the US school system and the wider receiving community in southern Pennsylvania. Moreover, the data reflect how racism in this context is based predominantly on families' language practices. Despite mothers facing significant challenges due to race/ethnicity, language, class, and gender, this study highlights the conversations that displaced Puerto Rican mothers engaged in regarding the impact racism had in their everyday lives. Furthermore, the space we created allowed participants to share and model their accumulated linguistic, social, and resistant capital for their children's academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01