Affirming Indigeneity in Public Spaces: Indigenous Mexican Testimonios about Higher Education

Autor/in	Kovats Sanchez, Gabriela
Titel	Affirming Indigeneity in Public Spaces: Indigenous Mexican Testimonios about Higher Education
Quelle	(2019), (187 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Claremont Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-9297-4
Schlagwörter	Hochschulschrift; Dissertation; Personal Narratives; Grounded Theory; Self Concept; Mexican Americans; College Students; Critical Theory; Race; Educational Experience; Higher Education; Role; Foreign Policy; College Graduates; Oral Language; Immigrants; Student Attitudes; Ethnic Studies; Hispanic Americans; Anthropology; Racial Bias; American Indian Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Erlebniserzählung; Selbstkonzept; Hispanoamerikaner; Collegestudent; Kritische Theorie; Rasse; Abstammung; Bildungserfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rollen; Außenpolitik; Hochschulabsolvent; Hochschulabsolventin; Oral interpretation; Mündlicher Sprachgebrauch; Immigrant; Immigrantin; Immigranten; Schülerverhalten; Hispanic; Anthropologie; Racial discrimination; Rassismus
Abstract	The purpose of this study was to provide a deeper understanding of the lived experiences and identity formation of Indigenous Mexican students in U.S. higher education. Latinx critical race theory and critical Latinx Indigeneity served as conceptual frameworks for this study, and a decolonial lens was employed to distinguish the unique educational experiences of Indigenous Mexican students from the broader Latinx student population in the United States. A testimonio research design was used to explore two research questions: (a) What is the role of higher education in the identity formation of Indigenous Mexican students?; and (b) How do Indigenous Mexican college students challenge or disrupt colonial perceptions about Indigenous people on their college campus and in their communities? Twelve Indigenous Mexican (Mixtec/Nuu Savi, Zapotec/Bene Xhon, and Nahua) college students and graduates participated in the study, which involved participation in a 90-minute oral testimonio interview. Through a constant comparative analysis of the data, multiple readings of the participants' transcripts and testimonios, and feedback from the participants, four themes emerged: (a) defining Indigeneity in diaspora; (b) higher education as a consciousness-raising space; (c) tensions within Chicanx Studies and Chicanx-based campus organizations; and (d) the urgency for public Indigeneity on and off campus. Findings revealed how participants publicly affirmed their Indigenous identities during college, particularly when exposed to courses in Ethnic Studies, Chicanx Studies, and Anthropology. Findings also shed light on intra-Latinx discrimination and its impact on Indigenous Mexican decisions to advocate for their respective Indigenous communities both on and off campus. The study contributes to the limited body of research on Indigenous Mexican students and their experiences in U.S. schools. It also begins to interrogate the ways Indigeneity is represented within Chicanx Studies curricula and Chicanx-based campus organizations from the perspective of Indigenous Mexican college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01