TY - JOUR
T1 - Fractured Memories, Mended Lives
T2 - The Schooling Experiences of Latinas/os in Rural Areas
AU - Peralta, Claudia
PY - 2013/9/5
Y1 - 2013/9/5
N2 - This study explored how Mexican immigrant and first-generation Mexican youth resist, conform to, and persist in schooling. Using Latino Critical Race Theory (LatCrit) as a framework, evidence of the "sticky mess" of racial inequalities (Espinoza & Harris, 1997) was shown to impact the lives of all participants. However, the strength of community cultural wealth (Yosso, 2005, 2006) mitigated the youths' negative school experiences. Analysis of the dialogic semistructured focal group interviews that comprise the data set focused on the students' family, life in Mexico, and schooling experiences both in Mexico and the U.S.
AB - This study explored how Mexican immigrant and first-generation Mexican youth resist, conform to, and persist in schooling. Using Latino Critical Race Theory (LatCrit) as a framework, evidence of the "sticky mess" of racial inequalities (Espinoza & Harris, 1997) was shown to impact the lives of all participants. However, the strength of community cultural wealth (Yosso, 2005, 2006) mitigated the youths' negative school experiences. Analysis of the dialogic semistructured focal group interviews that comprise the data set focused on the students' family, life in Mexico, and schooling experiences both in Mexico and the U.S.
UR - http://www.scopus.com/inward/record.url?scp=84884315287&partnerID=8YFLogxK
UR - https://scholarworks.boisestate.edu/literacy_facpubs/73
U2 - 10.1080/15235882.2013.818594
DO - 10.1080/15235882.2013.818594
M3 - Article
SN - 1523-5882
VL - 36
SP - 228
EP - 243
JO - Bilingual Research Journal: The Journal of the National Association for Bilingual Education
JF - Bilingual Research Journal: The Journal of the National Association for Bilingual Education
IS - 2
ER -