This article explores Latinx youth's experience in the Ontario education system and the level of support they encounter throughout their education. Based on phenomenological qualitative interviews, this study found that Latinx youth in Ontario lacked sufficient support networks throughout their childhood and adolescence. Using Bourdieu's theory of capital and education, as well as Latino Critical Race Theory (LatCrit), this research explores how a lack of access to relevant capital positions Latinx youth at a disadvantage in their educational attainment and how their unique experiences are unrecognized. This article is based on a total of 52 participants (27 one-on-one interviews and 23 participants in two focus groups). The findings indicate that youth perceive parents to have limited social networks, skills, and knowledge necessary to assist their children in the Ontario education system. School teachers, guidance counsellors, and principals who are positioned to provide supplemental support for marginalized youth often failed to provide any significant guidance. Youth were faced with finding alternative modes of support or depending entirely on themselves. Given the lack of discourse surrounding the unique experience of the Latinx minority, the experiences of Latinx youth remain mostly unseen.
1 "Latin American," "Hispanic," or "Latino/a/x" are often used interchangeably to identify anyone born in the geographical regions of Mexico, the Caribbean, and South and Central America or with a background in these regions; this encompasses over twenty nationalities (Armony, 2014;Veronis, 2007). These categorizations have a homogenizing impact. However, Veronis (2007) argues that in Canada, categories such as Latin American and Latinx are useful in identifying a collective experience of marginalization specific to this community. The term Latinx is used in place of Latina/o. Latinx also serves as a gender-neutral term that is not limited by the gender binary (Salinas & Lozano, 2017).
<p>Using Institutional Ethnography as a method of inquiry, this study explores the institutional ruling relations that regulate refugees’ settlement process in Toronto from the standpoint view of practitioners. The research team conducted 13 semi- structured, in-depth interviews with practitioners and “mapped out” their everyday living experiences. The institutional map serves to illuminate how governance structures shape the professional practices of practitioners, which shape the settlement experience of refugees. The findings indicate that practitioners strategize to meet refugees’ needs and engage in work outside of the system due to funding constraints. </p>
<p>Using Institutional Ethnography as a method of inquiry, this study explores the institutional ruling relations that regulate refugees’ settlement process in Toronto from the standpoint view of practitioners. The research team conducted 13 semi- structured, in-depth interviews with practitioners and “mapped out” their everyday living experiences. The institutional map serves to illuminate how governance structures shape the professional practices of practitioners, which shape the settlement experience of refugees. The findings indicate that practitioners strategize to meet refugees’ needs and engage in work outside of the system due to funding constraints. </p>
<p>The commercial sexual exploitation of children (CSEC) involves children in any sexual exchange with an adult for compensation—monetary or non-monetary. This article explores the experiences of sexually exploited children in the Dominican Republic. This research seeks to understand the impact global economies have on local realities and how these complex systems impact the everyday realities of young, impoverished children in the Dominican Republic. This article's findings are based on 19 interviews with children who were sexually exploited for compensation and seven interviews with parents of children who had been sexually exploited. The findings indicate that children firmly believed that they decided to engage in sexually exploitative encounters; however, all participants expressed to some degree that they did not have a choice. Further, nearly all the participants advised other children from getting involved in sexual exchanges for compensation, given the emotional toll it would have. </p>
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