DACAmented Latina Students' Testimonios About Their Educational Journey Against the Backdrop of Racist Nativist Discourse in Washington State.
Saved in:
| Title: | DACAmented Latina Students' Testimonios About Their Educational Journey Against the Backdrop of Racist Nativist Discourse in Washington State. |
|---|---|
| Authors: | Torres García, Christina1 (AUTHOR) Christina.Garcia@cwu.edu |
| Source: | Journal of Latinos & Education. Sep/Oct2024, Vol. 23 Issue 4, p1276-1288. 13p. |
| Subject Terms: | *Hispanic American students, *State universities & colleges, Classism, Racism, Rhetoric & politics |
| Abstract: | During the anti-immigration climate of the Trump administration rooted in racist nativist rhetoric, the feeling of vulnerability became palpable for Undocumented and DACAmented students. Racist nativism, however, is not a new phenomenon; it existed long before the Trump Effect. This study presents the testimonios of seven Undocumented and DACAmented Latinas as they grow up in central and eastern regions of Washington State. These testimonios reflect the lived experiences in the intersections of racism, nativism, and classism. A LatCrit framework with an analysis of racist nativism is used to illustrate the ways racism intersects with other facets of discrimination as these students navigate their high school and college educational trajectories. Using this framework provides a window for understanding how K-16 educators normalized and legitimized racist nativist discourses during the period of 2000 to 2010. This study also highlights the ideological complexities as these discourses intersect racism, nativism, and classism. Finally, this study calls for policies to address racist nativist discourses in the educational system and address Undocumented and DACAmented students' educational needs, primarily to mitigate the negative impact of the last four years' extreme political rhetoric on this vulnerable but empowered group. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | During the anti-immigration climate of the Trump administration rooted in racist nativist rhetoric, the feeling of vulnerability became palpable for Undocumented and DACAmented students. Racist nativism, however, is not a new phenomenon; it existed long before the Trump Effect. This study presents the testimonios of seven Undocumented and DACAmented Latinas as they grow up in central and eastern regions of Washington State. These testimonios reflect the lived experiences in the intersections of racism, nativism, and classism. A LatCrit framework with an analysis of racist nativism is used to illustrate the ways racism intersects with other facets of discrimination as these students navigate their high school and college educational trajectories. Using this framework provides a window for understanding how K-16 educators normalized and legitimized racist nativist discourses during the period of 2000 to 2010. This study also highlights the ideological complexities as these discourses intersect racism, nativism, and classism. Finally, this study calls for policies to address racist nativist discourses in the educational system and address Undocumented and DACAmented students' educational needs, primarily to mitigate the negative impact of the last four years' extreme political rhetoric on this vulnerable but empowered group. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 15348431 |
| DOI: | 10.1080/15348431.2022.2141243 |
