From Troublemakers to Pobrecitos: Honoring the Complexities of Survivorship of Latino Youth in a Suburban High School

Autor/in	Rodriguez, Gabriel
Titel	From Troublemakers to Pobrecitos: Honoring the Complexities of Survivorship of Latino Youth in a Suburban High School
Quelle	In: Journal of Latinos and Education, 22 (2023) 2, S.595-612 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2020.1796672
Schlagwörter	Hispanic American Students; Suburban Schools; High School Students; Cultural Capital; Culturally Relevant Education; Ethnicity; Student Experience; Coping; At Risk Students; Educational Environment; Racism; Self Concept; Resources; Aspiration; Gender Issues; Sex Role + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; High school; High schools; Oberschule; Ethnizität; Studienerfahrung; Bewältigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rassismus; Selbstkonzept; Betriebsmittel; Hilfsmittel; Streben; Geschlechterfrage; Geschlechterrolle
Abstract	Despite the recognition to improve the schooling experiences of Latino youth, they continue to be targets of control. While much of the research on Latino youth takes place in urban schools, this qualitative, interview-based study examines the experiences of three Latino youth who attend a suburban high school in the Midwest. Latino youth in suburbia are not only subject to disciplinary measures that fuel their disconnection with school but must also wrestle with being told that they are not taking advantage of their school's resources. This different sort of policing around resources problematically holds Latino youth accountable for their supposed "shortcomings." This project considers what Latino youth's experiences can teach schools about how to enact asset-driven responses that empower rather than marginalize them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01