Fighting for "Respeto": Latinas' Stories of Violence and Resistance Shaping Educational Opportunities

Autor/inn/en	Kiyama, Judy Marquez; Harris, Donna Marie; Dache-Gerbino, Amalia
Titel	Fighting for "Respeto": Latinas' Stories of Violence and Resistance Shaping Educational Opportunities
Quelle	In: Teachers College Record, 118 (2016) 12Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Hispanic American Students; Adolescents; Violence; Resistance (Psychology); Educational Opportunities; Student Experience; Barriers; Academic Achievement; Educational Experience; Focus Groups; Puerto Ricans; Mixed Methods Research; Stereotypes; Sex; Race; Ethnicity; Social Class; Language; Resilience (Psychology); Females + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gewalt; Resistenz; Bildungsangebot; Bildungschance; Studienerfahrung; Schulleistung; Bildungserfahrung; Puerto Rican; Puerto-Ricaner; Klischee; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Ethnizität; Social classes; Soziale Klasse; Languages; Sprache; Weibliches Geschlecht
Abstract	Background/Context: The experiences of Latina youth in the United States are embedded within a larger social context influenced by gender, ethnic/racial identity, socioeconomic status, language, and sociospatial and political characteristics that can negatively impact their daily lived experiences. Given the challenges that young Latinas encounter, it is necessary to understand the systemic barriers that complicate their educational progress as they confront dominant institutions and systems that marginalize them. Purpose/Objective: This article is informed by intersecting forms of violence and the relationship between violence and systems experienced by adolescent Latinas. Its purpose is to explore the oppressive structures that influence Latinas' educational opportunities and to illustrate how Latinas respond to these structures. This article is guided by the following research questions: How are Latina students' schooling experiences influenced by acts of violence? How do Latina students respond to these acts of violence? Participants: Analysis for this article was drawn from seven focus groups with 39 Latinas, ages 11-18. The majority (82%) of the Latinas identified as Puerto Rican, inclusive of biracial and multiracial identities. Research Design: The data in this article originated from a larger mixed-methods study examining the barriers that prohibit Latina/o students from successfully progressing through K-12 schooling. We used focus groups to collect data from the participants and drew upon narrative analysis techniques to represent the stories of the young Latinas. Findings: Findings highlight how systemic forces position and oppress Latinas, resulting in physical violence, stereotypes, and environmental violence, each of which intersect with Latinas' gender, race, ethnicity, social class, and language. The authors present the findings by associating key themes of resistance, resiliency, and agency with Latina participant experiences with violence. Conclusions/Recommendations: The authors argue that these forms of systemic violence must be interrogated further, as future educational opportunities for Latinas will continue to be impacted. Spaces must be created to recognize and further cultivate the resistance strategies that Latinas are developing, especially as they learn to critique and fight against the social systems in which they are embedded. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01