New Juan Crow Education as a Context for Institutional Microaggressions

Latina/o/x Students Maintaining College Aspirations

Datos Bibliográficos

ID10855609
AutoresNancy Acevedo-Gil (California State University, San Bernardino), Nancy Acevedo‐gil (California State University, San Bernardino, autor de correspondencia)
Año2022
Volumen57
Número8
Páginas1358-1386
Fecha de publicación2022-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085918805152
OpenAlexW2897770435
IdiomaEN
Citas recibidas7
Referencias citadas44

Latina/o/x students aspire to earn a college degree but given that they likely attend urban high schools with inadequate educational opportunities and high-discipline environments, more research is needed to examine the influence of institutional racism on aspirations. This case study was guided by the frameworks of New Juan Crow in Education and racial microaggressions. Using ethnographic data from observations, semi-structured interviews with educators, and oral history interviews with Latina/o/x students, this study examined the experiences of student participants with institutional microaggressions and the influence on college-going aspirations. Implications address the cumulative effects of microaggressions and inform asset-based research, policies, and practices

Asset (computer security) · Context (archaeology) · Ethnography · Higher education · Pedagogy · Political science · Racism · Sociology · Anthropology · Critical Race Theory in Education · Gender Studies · Higher Education Research Studies · Psychology · Racial and Ethnic Identity Research