Chicanas and Chicanos in School: Racial Profiling, Identity by Marcos Pizarro

By Marcos Pizarro

Through any degree of try rankings and commencement premiums, public colleges are failing to coach a wide percent of Chicana/o formative years. yet regardless of years of research of this failure, no consensus has been reached as to the right way to realistically tackle it. Taking a brand new method of those concerns, Marcos Pizarro is going on to Chicana/o scholars in either city and rural university districts to invite what their institution studies are rather like, how academics and directors aid or thwart their academic aspirations, and the way faculties may larger serve their Chicana/o scholars. during this available, from-the-trenches account of the Chicana/o tuition event, Marcos Pizarro makes the case that racial identification formation is the an important variable in Chicana/o scholars' luck or failure at school. He attracts at the insights of scholars in East la and rural Washington nation, in addition to years of analysis and activism in public schooling, to illustrate that Chicana/o scholars face the daunting problem of forming a favorable experience of racial identification inside of a tutorial process that accidentally but continually holds them to low criteria due to their race. From his research of this systemic challenge, he develops a version for figuring out the method of racialization and for empowering Chicana/o scholars to reach university that may be utilized by lecturers, university directors, mom and dad, neighborhood participants, and scholars themselves.

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Through any degree of attempt rankings and commencement charges, public faculties are failing to coach a wide percent of Chicana/o formative years. yet regardless of years of research of this failure, no consensus has been reached as to tips to realistically deal with it. Taking a brand new method of those concerns, Marcos Pizarro is going on to Chicana/o scholars in either city and rural tuition districts to invite what their university stories are fairly like, how lecturers and directors aid or thwart their academic aspirations, and the way colleges may possibly larger serve their Chicana/o scholars.

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Extra resources for Chicanas and Chicanos in School: Racial Profiling, Identity Battles, and Empowerment (Louann Atkins Temple Women & Culture Series, Bk. 11)

Example text

Throughout this history, Chicanas/os have challenged the notions of inferiority with which they have been confronted, but each time their arguments have built momentum and gained attention, they have been redirected in ways that only change the labels with which their “inferiority” is explained. The reality is that researchers, schools, and politicians too often fail to acknowledge the history upon which the schooling experiences of Chicanas/os today have been built. This immobility has tremendously limited efforts to address Chicana/o school failure.

It is an initial attempt to employ social justice research, which I define as research that is engaged in trying to understand Chicana/o experiences in conjunction with communities, under the direction of those communities, and with a recognition of the unique knowledge systems and knowledge bases in those communities. This research process strives for social justice as both process and product and shares the same objectives of community-based activism. By seeking to participate in the creation of new knowledge and “truth” that attacks convention, Chicana/o social justice research helps activist efforts by confronting the intellectual rationales and arguments that support, for example, an anti-Chicana/o hysteria.

Four individuals from each site were randomly selected from subgroups of the sample. A male student and a female student who were recruited through Chicana/o Studies classes, as well as a male and a female who were recruited through non–Chicana/o Studies classes, were selected from the college and university samples, respectively (one additional university student was also interviewed, because this was the only graduate student who had participated in the project). At the high 31 chicanas and chicanos in school school, a male and a female were selected from the ninth grade and from the twelfth grade.

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