Michael V Singh
Biographic Data
| ID | 4642293 |
|---|---|
| NAME | Michael V Singh |
| GIVEN NAMES | Michael V |
| FAMILY NAME | Singh |
| SIGNATURE | SINGH M V |
| AFFILIATIONS | University of California, Davis |
| ORCID | 0000-0001-7714-5337 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Who Are Chicanas/os/x, and Why Does the Field of Education Study Them? A Critical Scoping Review of the Literature, 2008–2023
In the 1960s, the term Chicano emerged as an identity of empowerment for Mexicans, Mexican Americans, and others in the United States. While initially widely used, terms like Latinx and Hispanic have become the primary categories in educational research. To better understand who Chicanas/os/x are and why educational researchers continue to study them, this article reviews contemporary, empirical education literature (2008–2023) that explicitly id…
Toward (more critical, more unruly) Diálogos
This special issue aims to bring the broader fields of education and educational studies into conversation, or as we explain diálogo, with more recent discussion surrounding Latinidad(es) (F. Apari...
A broad politics of justice
Some college campuses are actively uplifting Latine/x educational endeavors. These efforts, whether supported by Hispanic-Serving Institution designations or diversity, equity, and inclusion (DEI) initiatives, are intentional about improving the lives and academic achievement of Latine/x students. However, critical educational researchers have highlighted the limits of these initiatives and criticized their role in dampening more radical visions …
What is this ‘Latinx’ in Latinx education? (Re)articulating Latinx education against hegemony and towards a politics of antiracism and justice
While the term “Latina/o/e/x” (hence, Latinx) has become widely used to refer to people of Latin American origin or descent, it has been scrutinized for its ambiguity, homogenization, and oppressive approach to difference. These debates have entered the field of education, which struggles to define what it means to signify or affirm when it claims a population or educational project as Latinx. This article draws from cultural studies to call for …
Negotiating Antiblackness as Non-Black Latino Men Teachers
This article examines the ways non-Black Latino men teachers understand their relationality to (anti)blackness in urban education. While the dominant discourse surrounding men of color teachers presumes an innate allyship among all men and boys of color, the Latino men in this study describe being positioned as multicultural punishers for Black boys and needing to confront their own internalized antiblackness. This led them to challenge liberal m…
Toxic Masculinity Masking as Cultural Relevancy
In this qualitative study, Michael V. Singh deconstructs how and why Latino men teachers are asked to perform a culturally relevant manhood in the classroom. He looks at the ways these teachers experience and navigate the heteropatriarchal expectations associated with their teaching and gender performance, which are often (mis) framed as “cultural relevancy” and reproduce hegemonic and toxic masculinity. The eleven Latino men in this study descri…
Educators as decolonial intellectuals
For several decades, the Gramscian notion of the intellectual has been a popular framework to view the potentiality of educators as counter-hegemonic cultural workers. While this was an invaluable contribution to the field of critical education, notions of the intellectual have largely focused on class conflict. For a deeper theorization of the intellectual and race, we turn to the work of decolonial thinker Frantz Fanon. In his work, Fanon theor…
Resisting the Neoliberal Role Model
This article reports on research with two Latino male youth workers who express strong criticism of their positioning as “positive” role models for struggling Latino boys in a Latino male mentorship program. Drawing from analytic frameworks attune to the intersectional politics of race and neoliberalism, this article centers the voices of these educators to raise important questions about the neoliberal logics commonly undergirding intervention s…
Neoliberal influence on Latino male identity
A growing number of school district and community organizations are seeking to address a ‘crisis’ of Latino male education through the creation of Latino male mentorship programs. Indicative of neoliberal shifts in urban education, these programs often involve public-private partnerships and bring problem-solving, deficit-approaches to youth work. This article examines the construction of Latino male identity in one Latino male mentorship program…
Refusing the Performance
Popular discourses surrounding male teachers of color can serve to reify confining and problematic notions of masculinity in schools. Taking a critical approach to the study of gender and race, this article highlights the ways schools reproduce specifically Latino male identity through the cultural expectations of Latino male educators, as well as the gender performance of Latino male teachers themselves. Through an ethnographic case study of a m…
Role models without guarantees
In recent years mentorship has become a popular ‘solution’ for struggling boys of color and has led to the recruitment of more male of color teachers. While not arguing against the merits of mentorship, this article critiques what the author deems ‘corrective representations.’ Corrective representations are the imagined embodiment of proper and productive masculinities that male of color educators are asked to perform. This discourse perpetuates …
Role models without guarantees
In recent years mentorship has become a popular ‘solution’ for struggling boys of color and has led to the recruitment of more male of color teachers. While not arguing against the merits of mentorship, this article critiques what the author deems ‘corrective representations.’ Corrective representations are the imagined embodiment of proper and productive masculinities that male of color educators are asked to perform. This discourse perpetuates …
Resisting the Neoliberal Role Model
This article reports on research with two Latino male youth workers who express strong criticism of their positioning as “positive” role models for struggling Latino boys in a Latino male mentorship program. Drawing from analytic frameworks attune to the intersectional politics of race and neoliberalism, this article centers the voices of these educators to raise important questions about the neoliberal logics commonly undergirding intervention s…
Refusing the Performance
Popular discourses surrounding male teachers of color can serve to reify confining and problematic notions of masculinity in schools. Taking a critical approach to the study of gender and race, this article highlights the ways schools reproduce specifically Latino male identity through the cultural expectations of Latino male educators, as well as the gender performance of Latino male teachers themselves. Through an ethnographic case study of a m…
Negotiating Antiblackness as Non-Black Latino Men Teachers
This article examines the ways non-Black Latino men teachers understand their relationality to (anti)blackness in urban education. While the dominant discourse surrounding men of color teachers presumes an innate allyship among all men and boys of color, the Latino men in this study describe being positioned as multicultural punishers for Black boys and needing to confront their own internalized antiblackness. This led them to challenge liberal m…
Neoliberal influence on Latino male identity
A growing number of school district and community organizations are seeking to address a ‘crisis’ of Latino male education through the creation of Latino male mentorship programs. Indicative of neoliberal shifts in urban education, these programs often involve public-private partnerships and bring problem-solving, deficit-approaches to youth work. This article examines the construction of Latino male identity in one Latino male mentorship program…
Educators as decolonial intellectuals
For several decades, the Gramscian notion of the intellectual has been a popular framework to view the potentiality of educators as counter-hegemonic cultural workers. While this was an invaluable contribution to the field of critical education, notions of the intellectual have largely focused on class conflict. For a deeper theorization of the intellectual and race, we turn to the work of decolonial thinker Frantz Fanon. In his work, Fanon theor…
Role models without guarantees
In recent years mentorship has become a popular ‘solution’ for struggling boys of color and has led to the recruitment of more male of color teachers. While not arguing against the merits of mentorship, this article critiques what the author deems ‘corrective representations.’ Corrective representations are the imagined embodiment of proper and productive masculinities that male of color educators are asked to perform. This discourse perpetuates …
Refusing the Performance
Popular discourses surrounding male teachers of color can serve to reify confining and problematic notions of masculinity in schools. Taking a critical approach to the study of gender and race, this article highlights the ways schools reproduce specifically Latino male identity through the cultural expectations of Latino male educators, as well as the gender performance of Latino male teachers themselves. Through an ethnographic case study of a m…
Neoliberal influence on Latino male identity
A growing number of school district and community organizations are seeking to address a ‘crisis’ of Latino male education through the creation of Latino male mentorship programs. Indicative of neoliberal shifts in urban education, these programs often involve public-private partnerships and bring problem-solving, deficit-approaches to youth work. This article examines the construction of Latino male identity in one Latino male mentorship program…
Resisting the Neoliberal Role Model
This article reports on research with two Latino male youth workers who express strong criticism of their positioning as “positive” role models for struggling Latino boys in a Latino male mentorship program. Drawing from analytic frameworks attune to the intersectional politics of race and neoliberalism, this article centers the voices of these educators to raise important questions about the neoliberal logics commonly undergirding intervention s…
Educators as decolonial intellectuals
For several decades, the Gramscian notion of the intellectual has been a popular framework to view the potentiality of educators as counter-hegemonic cultural workers. While this was an invaluable contribution to the field of critical education, notions of the intellectual have largely focused on class conflict. For a deeper theorization of the intellectual and race, we turn to the work of decolonial thinker Frantz Fanon. In his work, Fanon theor…
Toxic Masculinity Masking as Cultural Relevancy
In this qualitative study, Michael V. Singh deconstructs how and why Latino men teachers are asked to perform a culturally relevant manhood in the classroom. He looks at the ways these teachers experience and navigate the heteropatriarchal expectations associated with their teaching and gender performance, which are often (mis) framed as “cultural relevancy” and reproduce hegemonic and toxic masculinity. The eleven Latino men in this study descri…
What is this ‘Latinx’ in Latinx education? (Re)articulating Latinx education against hegemony and towards a politics of antiracism and justice
While the term “Latina/o/e/x” (hence, Latinx) has become widely used to refer to people of Latin American origin or descent, it has been scrutinized for its ambiguity, homogenization, and oppressive approach to difference. These debates have entered the field of education, which struggles to define what it means to signify or affirm when it claims a population or educational project as Latinx. This article draws from cultural studies to call for …
Negotiating Antiblackness as Non-Black Latino Men Teachers
This article examines the ways non-Black Latino men teachers understand their relationality to (anti)blackness in urban education. While the dominant discourse surrounding men of color teachers presumes an innate allyship among all men and boys of color, the Latino men in this study describe being positioned as multicultural punishers for Black boys and needing to confront their own internalized antiblackness. This led them to challenge liberal m…
Who Are Chicanas/os/x, and Why Does the Field of Education Study Them? A Critical Scoping Review of the Literature, 2008–2023
In the 1960s, the term Chicano emerged as an identity of empowerment for Mexicans, Mexican Americans, and others in the United States. While initially widely used, terms like Latinx and Hispanic have become the primary categories in educational research. To better understand who Chicanas/os/x are and why educational researchers continue to study them, this article reviews contemporary, empirical education literature (2008–2023) that explicitly id…
Toward (more critical, more unruly) Diálogos
This special issue aims to bring the broader fields of education and educational studies into conversation, or as we explain diálogo, with more recent discussion surrounding Latinidad(es) (F. Apari...
A broad politics of justice
Some college campuses are actively uplifting Latine/x educational endeavors. These efforts, whether supported by Hispanic-Serving Institution designations or diversity, equity, and inclusion (DEI) initiatives, are intentional about improving the lives and academic achievement of Latine/x students. However, critical educational researchers have highlighted the limits of these initiatives and criticized their role in dampening more radical visions …
Critical Race Theory in Education (10 works) · Gender Studies (8 works) · Politics (8 works) · Sociology (8 works) · Political science (6 works) · Critical theory (5 works) · Gender Studies (5 works) · Law (4 works) · Gender Roles and Identity Studies (3 works) · Pedagogy (3 works)