The Color of Education: Discriminación Y Comportamientos

Autor/inn/en	Rodgers, Selena T.; Bayne, Gillian U.; Archimandritis, Jason
Titel	The Color of Education: Discriminación Y Comportamientos
Quelle	In: Journal of Latinos and Education, 22 (2023) 3, S.1223-1235 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodgers, Selena T.) ORCID (Archimandritis, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1935259
Schlagwörter	Hispanic American Students; Social Discrimination; Educational Discrimination; Immigrants; Intersectionality; Critical Theory; Family Structure; Academic Achievement; Gender Differences; Socioeconomic Status; Barriers + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Soziale Benachteiligung; Soziale Schließung; Immigrant; Immigrantin; Immigranten; Kritische Theorie; Familienkonstellation; Familiensystem; Schulleistung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status
Abstract	Discrimination is overwhelming immigrant communities across the U.S.A. and impacting educational outcomes and the fragmentation of families. This article employs intersectionality and Latina/o critical theory (LatCrit) as its theoretical framework to analyze education and the institution of familismo as a counterweight to anti-Latinx discrimination. Specifically, we investigate the relative importance of feeling discriminated against, family composition (dual-parent), and demographic variables (family composition, urbanicity -- whether or not the student attends school in a city -- region, SES, nativity) affect academic behavior for a national sample of Latinx students. Utilizing the National Center for Educational Statistics (NCES) High School Longitudinal Study (HSLS), we employed hierarchical regression modeling and found (1) that for females two-parent households had no effect on academic behavior when demographic variables were held constant; and (2) for males, those in households with more children possessed less positive academic behavior. Differences between female and male student groups speak to, among other things, the importance of educators employing more advanced theoretical frameworks and nuanced methodologies to fully understand the academic behaviors of Latinx students. Practice and policy recommendations that follow data findings are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01