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.
<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>
<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>
<p>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.</p>
<p>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.</p>
<p>Latino Critical Theory (LatCrit) posits that the invisibility of the Latinx identity in conversations surrounding race and ethnicity leads to an inability for Latinxs to identify, conceptualize, and verbalize their unique experience. This article explores Latinx youth’s experiences in Ontario’s education system and their invisibility throughout their educational journey. Based on qualitative interviews and focus groups with a total of 60 Latinx youth (aged 16 to 26), this study found that Latinx students do not see themselves represented by teachers and peers. Latinx youth struggled with situating their sense of community within the education system and the broader Canadian context, which impacted their identity as LatinxCanadians. The findings also showed that a lack of exposure and widespread recognition of the Latinx community by peers, teachers, and other stakeholders in positions of power create racially insensitive environments for students. Youth shared that they experienced a sense of placelessness, wherein they could not fully belong in a single space. </p>
<p>Latino Critical Theory (LatCrit) posits that the invisibility of the Latinx identity in conversations surrounding race and ethnicity leads to an inability for Latinxs to identify, conceptualize, and verbalize their unique experience. This article explores Latinx youth’s experiences in Ontario’s education system and their invisibility throughout their educational journey. Based on qualitative interviews and focus groups with a total of 60 Latinx youth (aged 16 to 26), this study found that Latinx students do not see themselves represented by teachers and peers. Latinx youth struggled with situating their sense of community within the education system and the broader Canadian context, which impacted their identity as LatinxCanadians. The findings also showed that a lack of exposure and widespread recognition of the Latinx community by peers, teachers, and other stakeholders in positions of power create racially insensitive environments for students. Youth shared that they experienced a sense of placelessness, wherein they could not fully belong in a single space. </p>
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