“
            <i>I felt like a butterfly spreading my wings</i>
            ”: early college high schools as educational counterspaces for women from marginalized groups

Locke, Leslie Ann; Grooms, Ain A.

doi:10.1080/09518398.2022.2025470

Cited by 7 publications

(23 citation statements)

References 56 publications

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“…Latina/o youth have been tracked into lower ability courses (Zarate & Burciaga, 2010), experienced apathy from educators toward their educational success (Caraballo, 2019;Cooper, 2013;Quiroz, 2001), and a lack of resources in schools (Madrigal-Garcia & Acevedo-Gil, 2016), all of which contribute to their college-going eligibility and educational success. This is in part a result of racist perceptions about their intellectual potential (Locke & Grooms, 2022) and a centering of Whiteness dominating academic norms (Caraballo, 2019;Kailin, 1999). This is further complicated for Latinas who are often positioned as invisible within educational systems and face numerous obstacles in their pursuit of higher education (Gloria & Castellanos, 2012;Locke & Grooms, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite the efforts Latina youth have made to survive in educational institutions where they have experienced othering and discrimination (Bondy, 2016;Locke & Grooms, 2022;Madrigal-Garcia & Acevedo-Gil, 2016), research on the strategies they employ to resist and work against oppressive barriers is minimal at best (Kaplan et al, 2009;Rolo ´n, 2000;Sapp et al, 2016). Historical scholarship has explored the experiences of mothers and youth in attaining equitable education access (Delgado Bernal, 1998a;Fuentes, 2013;Pardo, 1998), while narrative-based scholarship has allowed Latinas to recall their own experiences in resistance movements (NietoGomez, 2018).…”

mentioning

confidence: 99%

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Evoking the guerrera spirit: Latinas pursuing self-definition and navigating college access.

Hernandez Rivera,

Kiyama,

Daché

2023

Journal of Diversity in Higher Education

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Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

Evoking the guerrera spirit: Latinas pursuing self-definition and navigating college access.

Hernandez Rivera,

Kiyama,

Daché

2023

Journal of Diversity in Higher Education

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“…However, the students would have to know about the scholarships before applying. K–12 school counselors, those who are often responsible for disseminating information about colleges and financial aid at the high school level, themselves often do not understand the resources available to underdocumented students (Locke & Grooms, 2019; Olivérez, 2007).…”

Section: Educationmentioning

confidence: 99%

“…Qualitative analyses revealed that the participants saw ECHSs as unique educational counterspaces that were genuinely interested in their academic and social success, both in their ECHS and in college. Further, they credited their ECHS with preparing them to be successful college students, both academically and socially (Locke & Grooms, 2019). Study 2: Latinx students attending a historically and predominantly White institution of higher education.…”

mentioning

confidence: 99%

Latina dreamers, the current political era, and what educational leaders need to know.

Locke

González

2020

Peace and Conflict: Journal of Peace Psychology

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In this article we present thematic analyses of semistructured interviews with three Latina undergraduate students who are first-generation college and who also self-identify as "Dreamers" and as DACA recipients. The interview data used to inform this article stem from 2 larger qualitative studies in which we applied social constructivist epistemology to interpret the participants' perspectives and experiences associated with their schooling. In addition, we discuss broadly the impact of the current political climate on the 3 participants' lives, and how the intersectionality of racial oppression and social class inequality create barriers for them. We also explore the unique family and interpersonal relationships that the Latina participants face when attaining an education and how they may influence their educational aspirations. We couch the perspectives and experiences of these self-identified Latina Dreamers in the current charged political era, where anti-immigrant sentiment, and especially anti-Latinx sentiment, continues to emanate from the nation's highest office. Our findings are structured into 4 themes including Educational Goals and Aspirations, Unable to Find Targeted Assistance, Culture Shock on Campus, and Political Influence on Campus. Recommendations for educational leaders in K-12 and higher education environments are provided. Public Significance StatementA focus on Latinas and education is both important and timely. Given the recent anti-immigrant discourse and the criminalization of Latinx populations, combined with the realities of a border wall and detention and separation of families without due process, it is imperative that we have a better understanding of how the current political era influences Latinas' educational pathways and trajectories, and how educational leaders can best serve their interests.

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“…In universities, counterspaces have supported Black and Brown students to push back against whiteness and to offer their own perspectives on higher education (Masta, 2021). Educational counterspaces have been linked to academic persistence (Keels, 2020), fostering skills, providing resources, and instilling hope needed for students to navigate higher education (Locke & Grooms, 2022; Wilkins‐Yel et al, 2022). Counterspaces in higher education have also been found to support activism and promote self‐advocacy (Freeman‐Wong et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Elder‐led cultural identity program as counterspace at a public university: Narratives on sense of community, empowering settings, and empowerment

Buckingham

Schroeder

Hutchinson

2023

American J of Comm Psychol

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Higher education institutions present unique settings in which identities and life paths are distinctively shaped. While at their best universities should serve as empowering settings that support their members to grow and develop, to raise awareness of injustice, and to catalyze change, too often systems of higher education in the United States serve to marginalize Indigenous cultures and promote assimilation to White, Euro‐American cultures. Counterspaces offer an important response, spaces developed by and for people experiencing oppression that allow for solidarity‐building, social support, healing, resource attainment, skill‐building, resistance, counter‐storytelling, and ideally, empowerment. The Alaska Native (AN) Cultural Identity Project (CIP) is based at an urban U.S.‐based university and was rolled out during the COVID‐19 pandemic. Developed from the best available scientific and practice literature, local data from AN students, and traditional wisdom from Elders, CIP incorporated storytelling, experiential learning, connection, exploration, and sharing of identity and cultural strengths with the aim of helping AN students understand who they are and who they are becoming. In all, 44 students, 5 Elders, and 3 additional staff participated in the space. In this paper, we sought to understand how CIP was experienced by these unique members who co‐created and engaged in this space through 10 focus groups with 36 of the CIP members. We found that the counterspace promoted a sense of community, served as an empowering setting, and set the stage for empowering actions and ripple effects beyond its impact on individuals.

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“ I felt like a butterfly spreading my wings ”: early college high schools as educational counterspaces for women from marginalized groups

Cited by 7 publications

References 56 publications

Evoking the guerrera spirit: Latinas pursuing self-definition and navigating college access.

Evoking the guerrera spirit: Latinas pursuing self-definition and navigating college access.

Latina dreamers, the current political era, and what educational leaders need to know.

Elder‐led cultural identity program as counterspace at a public university: Narratives on sense of community, empowering settings, and empowerment

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