Aprendiendo y Sobresaliendo: Resilient Indigeneity & Yucatec-Maya Youth

Autor/in	Casanova, Saskias
Titel	Aprendiendo y Sobresaliendo: Resilient Indigeneity & Yucatec-Maya Youth
Quelle	In: Association of Mexican American Educators Journal, 13 (2019) 2, S.42-65 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.13.2.428
Schlagwörter	Indigenous Populations; Youth; Resilience (Psychology); Acculturation; Family Influence; Identification (Psychology); Cultural Influences; Immigrants; Females; Racial Discrimination; Maya (People); Mexican Americans; Stress Variables; Stress Management; High School Students; Mayan Languages; Language Usage; Language Maintenance; Student Attitudes; California + Suchen Sie Ihr Suchwort? Sinti und Roma; Jugend; Jugendlicher; Jugendalter; Akkulturation; Cultural influence; Kultureinfluss; Immigrant; Immigrantin; Immigranten; Weibliches Geschlecht; Racial bias; Rassismus; Hispanoamerikaner; Stressmanagement; Stressbewältigung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachgebrauch; Sprachpflege; Schülerverhalten; Kalifornien
Abstract	Relatively little research has focused on the experiences of students and families of Yucatec-Maya origin in the U.S., and even less has focused on Yucatec-Maya youth and resilience, a normative process of positive adaptation despite exposure to adversity. Using Critical Latinx Indigeneities, which centers on Indigeneity across multi-national spaces, sociohistorical colonialities, and migrations, this study examines how Indigenous identity, familial linguistic and cultural practices, and resilience processes relate to one another for 10 (three girls) California-based Yucatec-Maya students. Through interview data, the themes that emerge expose discrimination as one form of adversity Yucatec-Maya students experience. There are three overarching themes related to the students' collective resilience process and the emergence of resilient Indigenous identities: 1) their lived, linguistic, familial, and community-based experiences; 2) familial support and academic resilience; and 3) transformational welcoming spaces. These protective processes contribute to the students' agency in [re]defining their resilient Indigenous identities in the U.S. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01