Brotherhood, Social Justice, and Persistent Deficit Ideologies: Latino Students' Experiences in an All-Male Catholic High School

Autor/in	Aldana, Ursula S.
Titel	Brotherhood, Social Justice, and Persistent Deficit Ideologies: Latino Students' Experiences in an All-Male Catholic High School
Quelle	In: Journal of Catholic Education, 19 (2016) 2, Artikel 9 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2373-8170
Schlagwörter	Social Justice; High School Students; Working Class; Catholics; Hispanic American Students; Declining Enrollment; Enrollment Trends; Community Needs; Educational Experience; Ethnography; School Culture; Males; Single Sex Schools; Learner Engagement; Institutional Mission; Disadvantaged; Teacher Attitudes; Academic Achievement; Educational History; Access to Education; Equal Education; Grade 9; Grade 11; Observation; Student Surveys; Interviews; Catholic Schools + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Arbeiterklasse; Katholik; Hispanic; Hispanic Americans; Hispanoamerikaner; Bildungserfahrung; Ethnografie; Schulkultur; Schulleben; Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Lehrerverhalten; Schulleistung; History of education; Bildungsgeschichte; Education; Access; Bildung; Zugang; Bildungszugang; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Beobachtung; Schülerbefragung; Interviewing; Interviewtechnik; Katholische Schule
Abstract	Declining Catholic school enrollment rates coupled with increasing numbers of Latino Catholics (in the US) have prompted Catholic leaders to interrogate how they can best engage and meet the needs of the Latino community (Alliance for Catholic Education, 2009; Ospino, 2014). Much of this work focuses on how Catholic schools can attract Latino students and their families, but does not situate the Latino Catholic school student experience within the historical, economic and sociopolitical context. This paper interrogates the history and experiences of Latino students at Divinity High School, an all male Catholic high school that has historically served a working class Latino community. The project draws its data from a one-year ethnographic study that examined Divinity High School's school culture. Findings demonstrate how the school's values of brotherhood and social justice facilitated Latino student engagement, while teacher deficit thinking contrasted with the mission and culture of the school. This research calls awareness to the need for critical analysis of Catholic schools focused on the education of working class Latinos. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01