Discourses of Racist Nativism in California Public Education
English Dominance as Racist Nativist Microaggressions
Bibliographic Data
| ID | 8924017 |
|---|---|
| Authors | Lindsay Pérez Huber (0009-0006-4283-7839, University of California, corresponding author) |
| Year | 2011 |
| Volume | 47 |
| Issue | 4 |
| Pages | 379-401 |
| Publication date | 2011-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2011.589301 |
| OpenAlex | W2154134757 |
| Language | EN |
| Citations received | 73 |
| References cited | 50 |
This article uses a Latina/o critical theory framework (LatCrit), as a branch of critical race theory (CRT) in education, to understand how discourses of racist nativism—the institutionalized ways people perceive, understand and make sense of contemporary US immigration, that justifies native (white) dominance, and reinforces hegemonic power—emerge in California public K–12 education for Chicana students. I use data from 40 testimonio interviews with 20 undocumented and US-born Chicana students, to show how racist nativist discourses have been institutionalized in California public education by English hegemony, that maintains social, political, and economic dominance over Latina/o students and communities, regardless of actual nativity. Teacher practices of English dominance is a manifestation of this hegemony that can be articulated by the concept of racist nativist microaggression—systemic, everyday forms of racist nativism that are subtle, layered, and cumulative verbal and non-verbal assaults directed toward People of Color
Critical race theory · Dominance (genetics · Hegemony · Immigration · Political science · Politics · Power structure · Psychological nativism · Racism · Sociology · Critical Race Theory in Education · Education and experiences of immigrants and refugees · Gender Studies · Law · Racial and Ethnic Identity Research
Chicana/Latina Testimonios on Effects and Responses to Microaggressions
The “New Racism” of K–12 Schools
Como Una Jaula De Oro ” (It’s Like a Golden Cage)
Uncovering whiteness as discourse
“I Should Only Use One Language”
Racial and Language Microaggressions in the School Ecology
Theorizing Racist Ableism in Higher Education
Embracing Culturally Responsive Methods to Educate Culturally and Linguistically Diverse International Students in the U.S
Praxis crisis and the trouble with science teacher education for emergent bilingual learners
Examining Race in LatCrit
Yellow Peril and cash cows
Practicing Multilingual Identities
Critical Race Theory in Education
“Nos tratan como una cucaracha”
Racialization and Language in Nativist America
A transnational application of critical race theory
Multiracial college students’ experiences with multiracial microaggressions
The What, the Why, and the How
More, Faster, Neater
Making Americans
It is not my fault”
Assumptions of immigration status
Predicting Academic Success Using a Critical Approach
Fostering College-Going Expectations of Immigrant Students Through the Sympathetic Touch of School Leadership
Promoting racial and ethnic identity
Dacamented Latina Students’ Testimonios About Their Educational Journey Against the Backdrop of Racist Nativist Discourse in Washington State
Keep Those Kids Out
Why Should I Bother if the School Didn’t Bother with Me?”
Latinas/os succeeding in academia
Bittersweet Experiences for Brazilian Newcomers
Playground Learning
Teaching racial microaggressions
The Newcomer Student
Conceptualizing color-evasiveness
Supporting displaced students in US higher education
Education policy and refugees in England and Germany
What’s that supposed to mean?”
Racial Literacy Development (RLD) via Ethnic Studies
Racist nativist microaggressions and the professional resistance of racialized English language teachers in Toronto
In it together’
Investigating the impact of racial microaggressions on Black, racialized, and Indigenous students
Towards a Jotería LatCrit
Racial microaggressions as a tool for critical race research
Justice in English-Only
Con Respeto y Confianza
Social production of space and everyday microaggressions
What's your accent, where are you from?”
Did I Hear That Right?”
Teachers making sense of undocumented status and their responsibilities to undocumented students
Multiracial Faculty Members’ Experiences with Multiracial Microaggressions
Cultura en Cuarentena
Racial individualism in middle school
The Substance and Circumstances of Race and Immigration Talk in High School Gender and Sexuality Alliances
Racist and Raciolinguistic Teacher Ideologies
I Didn’t Wanna Believe It was a Race Issue”
Cultivating Composite Testimonios of Acompañamiento
Are You Gonna Take My Job Away?”
New Juan Crow Education as a Context for Institutional Microaggressions
Conscientization Calls
Belonging on Campus
Bhutanese–Nepali Young Women’s Experiences with Racism Inside and Outside of Schools
Immigrant Education Against the Backdrop of “Make America Great Again”
Scales of Educational Resistance Practices Against Critical Race Theory “Bans”
From banned to belonging
Racial microaggressions on the initial teacher education programmes
It's Not Discrimination
Looking, listening, leaning into the insights of youth
Families navigating two languages in a country built for one
Visualizing Everyday Racism
Critical Race Theory in Education
Will This Hell Never End
Defining "American" in the context of immigration
It's almost like white supremacy
Over the ivy walls
The real thing
Brown Tide Rising
The Politics of Education
The hegemony of English
Challenging Racist Nativist Framing
Perceptions of racial microaggressions among black supervisees in cross-racial dyads.
Getting beyond the ‘symptom,’ acknowledging the ‘disease’
Racial microaggressions against African American clients in cross-racial counseling relationships.
Racial microaggressions in everyday life
Language Ideologies
Challenging Racial Battle Fatigue On Historically White Campuses
Hunters of the Northern Forest
Borderlands/La Frontera
“Assume the Position . . . You Fit the Description”
Impossible Subjects
Covering Immigration
Working the Boundaries
Using a Chicana Feminist Epistemology in Educational Research
Racial microaggressions and the Asian American experience
In the Aftermath of the Storm
English for the Children”
Digital Storytelling as a Signature Pedagogy for the New Humanities
IV. Testimonio
Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars
Creating spaces
Formations of Mexicana ness
The Indian and the researcher
Face the Nation
Face the Nation
To Make the Personal Political
Stories to Live By
For Every Story there is Another Story Which Stands Before it
Advancing the Field or Taking Center Stage
The Colonialism of the English Only Movement
The testimony of political repression as a therapeutic instrument
Law As Microaggression
Critical race theory
Disrupting apartheid of knowledge
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework
Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
Developing a Sociocritical Literacy in the Third Space
Telling to Live
Keeping Race in Place
Testimonio and Postmodernism
| Unique citing works | 73 |
|---|---|
| Citations per year | 5,21 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 73 |