Examining Latina/o Students' Experiences of Injustice: LatCrit Insights from a Texas High School. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Cooper Stein, Kristy; Wright, James; Gil, Elizabeth; Miness, Andrew; Ginanto, Dion
• Is Part Of: Journal of Latinos and education. Volume 17:Issue 2(2018)
• Page Start: 103
• Page End: 120
• Publication Date: 2018-04-03
• Subjects: critical race theory -- engagement -- equity -- high school -- Latinos -- racism; Hispanic Americans -- Education -- Periodicals; Hispanic Americans -- Ethnic identity -- Periodicals; Latin Americans -- Education -- Periodicals; Latin Americans -- Ethnic identity -- Periodicals; 371.82968073
• DOI: 10.1080/15348431.2017.1282367
• Languages: English
• ISSNs: 1534-8431

Abstract

ABSTRACT: We used Latina/Latino Critical Race Theory (LatCrit) to re-analyze survey and interview data from earlier research in which we found that Latina/o students reported less positive experiences than other students in this high school. We found racial injustice in class enrollments, in students' experiences with stereotypes and prejudice, in student-teacher relationships, and in school policies and norms. LatCrit principles illustrate interconnections among racism, interest convergence, and colorblindness that create racial injustice for Latinas/os. We argue that counterstorytelling could emerge to resist that injustice and that educators must understand how racism functions in their schools and interrogate relevant policies and norms.