Disappearing in the Houdini Education: The Experience of Race and Invisibility among Latina/o Students

Autor/in	Cammarota, Julio
Titel	Disappearing in the Houdini Education: The Experience of Race and Invisibility among Latina/o Students
Quelle	In: Multicultural Education, 14 (2006) 1, S.2-10 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Ideology; Racial Bias; Hispanic American Students; Social Bias; High School Students; Teacher Student Relationship; Immigrants; Academic Ability; Cognitive Ability; Intelligence; Administrator Attitudes; Teacher Attitudes; Critical Theory; Psychological Patterns; United States + Suchen Sie Ihr Suchwort? Ideologie; Racial discrimination; Rassismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Immigrant; Immigrantin; Immigranten; Denkfähigkeit; Intelligenz; Klugheit; Lehrerverhalten; Kritische Theorie; USA
Abstract	This article examined Latina/o students' experiences of racism at El Centro High. Many felt that negative relationships with school personnel were deleterious to their education. These relationships had grown from teachers' and administrators' ideological assumptions of Latina/o students' racial inferiority. These assumptions had stemmed from two prevalent and deeply racist ideologies: One was that Latinas/os were an illegitimate presence in the United States, and therefore had no right to exist in the country or have any fair claim to service by U.S. institutions. The other was that Latinas/os lacked the intellectual capacity for school success. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10