Multiple Marginality and Urban Education: Community and School Socialization Among Low-Income Mexican-Descent Youth

Conchas, Gilberto Q.; Vigil, James Diego

doi:10.1080/10824661003634963

Cited by 21 publications

(25 citation statements)

References 17 publications

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“…We have extensive evidence that subtractive schooling practices have been detrimental to Latina/o students' academic experiences and educational outcomes (Conchas, 2001;Conchas & Vigil, 2010;Covarrubias, 2011). Yet, as individuals with agency, students have resisted subtractive schooling practices in self-defeating or self-protective ways (Valenzuela, 1999;Solorzano & Bernal, 2001;Fine et al, 2004;Taines, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Some students develop resistance strategies-including disengaging from academic instruction, leaving school altogether, or conforming-that often (re)produce the oppressive conditions experienced (Conchas & Vigil, 2010;Yosso & Solorzano, 2006). But, for students who resist subtractive schooling by staying in school, the literature suggests that "transformational mentors" play a critical role in socializing and guiding students to enact their agency via more transformational forms of resistance (Ochoa & Ochoa, 2004;Solorzano, 1998).…”

Section: Latinas/os and Subtractive Schoolingmentioning

confidence: 99%

“…Scholars demonstrate that Latina/o students' experiences with subtractive schooling practices detrimentally affect their educational attainment (Conchas, 2001;Conchas & Vigil, 2010;Gibson, Gandara, & Peterson-Koyama, 2004). Students, though, are not passive beings.…”

Section: Introductionmentioning

confidence: 99%

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Developing Transformative Space for Student Resistance: Latina/o Students’ Interruption of Subtractive Schooling Practices

Chavarria

2017

AMAE Journal

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Social reproduction scholars and the literature on critical race theory and student resistance contend that schools are not neutral institutions existing in a vacuum free of the political and social struggles for rights and resources (Delgado Bernal, 1998;Fine, 1991). Instead, schools can be institutions that reproduce dominant ideologies and oppressive hierarchies or arenas from which to challenge power and status-quo policies (Freire, 1970). Drawing from two years of participant observations at Hillcrest High School, this study explores how Latina/o students in collaboration with their teacher engage in transformational resistance to subtractive schooling. I document how co-leadership in the classroom between teacher and students supports the co-creation of a transformative space for critical reflection.Similar to activist groups creating spaces to cultivate youth political engagement, classrooms can be reconstructed to foster the development of students as agents of change. This article presents the process through which Latina/o students gain critical reflection of social inequalities and systems of oppression that enables them to advocate for more inclusive and just schooling practices.

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Section: Resultsmentioning

confidence: 99%

Section: Latinas/os and Subtractive Schoolingmentioning

confidence: 99%

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Developing Transformative Space for Student Resistance: Latina/o Students’ Interruption of Subtractive Schooling Practices

Chavarria

2017

AMAE Journal

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“…Youth gangs often emerge from neighborhoods with entrenched poverty and racial and health disparities, conditions that also shape access to present and future socioeconomic prospects. 6,[50][51][52][53] These same contextual factors, including culture conflict, alienation from family and racial and ethnic discrimination, have also been associated with alcohol and drug use among Latino youth and adults. 17 ,r 54 There is a need for novel intervention approaches that address structural exposures and can better tackle multiple health outcomes, including frequent substance use, with common pathways.…”

Section: Discussionmentioning

confidence: 99%

Homies with Aspirations and Positive Peer Network Ties: Associations with Reduced Frequent Substance Use among Gang-Affiliated Latino Youth

Dommelen-Gonzalez

Deardorff²,

Herd³

et al. 2015

J Urban Health

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In marginalized urban neighborhoods across the USA, Latino youth are disproportionately represented among the growing number of youth gangs. Substance use among gang-involved youth poses both immediate and long-term health risks and can threaten educational engagement, future socioeconomic stability, and desistance. Conventional assessments of gang-affiliated youth and their peer network overlook the possibility that positive peer ties may exist and can foster health promoting behavior norms. Drawing on a positive deviance framework, in this study, we examine the relationship between positive peer network characteristics tied to post-secondary educational aspirations and frequent alcohol and marijuana use among Latino, gangaffiliated youth from a neighborhood in San Francisco. Using generalized estimating equations regression models across 72 peer network clusters (162 youth), we found that having close friends who plan to go to a 4-year college was associated with a lower odds of frequent marijuana and alcohol use (OR 0.27, p=0.02; OR 0.29, p=0.14, respectively) and that this association persisted when adjusting for risk characteristics (OR 0.19, pG0.01; OR 0.25, p=0.12). Public health can advance gang intervention efforts by identifying protective and risk factors associated with non-criminal health outcomes to inform participatory research approaches and asset-based interventions that contribute to building healthy communities.

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“…study (Conchas & Vigil, 2010;Garcia, 2001) along with the educational challenges that immigrant students encounter Suárez-Orozco, Suárez-Orozco, & Todorova, 2008). The low quality of schooling experiences remains one of the pervasive issues for the majority of these students (Valencia, 2011;Valenzuela, 1999), which leads to increased drop-out rates and low educational attainment.…”

mentioning

confidence: 99%

“But They Just Can’t Do It”

Rodríguez

2012

Journal of Cases in Educational Leadership

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This case begins with a contextual overview of the educational plight of Latino students in U.S. public schools. This pervasive plight has economic and social implications in the lives of these students. Using a Borderlands Cultural Wealth framework, the case focuses on the educational challenges of Mexican American and immigrant students in one of the poorest areas in the Rio Grande Valley of south Texas. The school principal is faced with the challenge of trying to reform educational practices, but the deficit perspectives of the teachers are in direct contrast to what the students need to be successful.

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Multiple Marginality and Urban Education: Community and School Socialization Among Low-Income Mexican-Descent Youth

Cited by 21 publications

References 17 publications

Developing Transformative Space for Student Resistance: Latina/o Students’ Interruption of Subtractive Schooling Practices

Developing Transformative Space for Student Resistance: Latina/o Students’ Interruption of Subtractive Schooling Practices

Homies with Aspirations and Positive Peer Network Ties: Associations with Reduced Frequent Substance Use among Gang-Affiliated Latino Youth

“But They Just Can’t Do It”

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