Beyond the label

Using a multilevel model of intersectionality to explore the educational experiences of Latino English learners

Datos Bibliográficos

ID12763537
AutoresMelissa J Cuba (0000-0003-1011-1268, Virginia Commonwealth University, autor de correspondencia), Virginia R Massaro (0000-0001-5349-4030, Virginia Commonwealth University), Carolyn N Waters (Virginia Commonwealth University), Susan L Watson (0000-0001-7057-1915, Virginia Commonwealth University), Anna M Cody (0000-0002-3053-9950, Virginia Commonwealth University), Kurt Stemhagen (0000-0002-0819-6728, Virginia Commonwealth University)
Año2018
Volumen20
Número1
Páginas62-77
Fecha de publicación2018-11-29
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Latinos and Education (JOURNAL)
Identificadores de la revistaISSN: 1532-771X • E-ISSN: 1534-8431
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348431.2018.1540351
OpenAlexW2903299075
IdiomaEN
Citas recibidas7
Referencias citadas30

Latinos labeled "English learners" by the school system face social and systemic barriers that limit their access to postsecondary opportunities. Using a multilevel model of intersectionality, this collaborative case study contextualizes influences that impacted the educational trajectories of two Latino students who came to the United States from El Salvador as young teenagers. Despite their many similarities, the data reveal salient differences about factors that affect opportunities and outcomes for these students. Findings for this study reveal the role of identity and social interactions at the meso- and macro-level, meritocracy and the American dream, and the barriers of immigration status

Affect (linguistics · Identity (music · Immigration · Intersectionality · Meritocracy · Multilevel model · Pedagogy · Political science · Salient · Sociology · Critical Race Theory in Education · Gender Studies · Latin American and Latino Studies · Multilingual Education and Policy · Psychology