'Hay poder en numeros': Understanding the Development of a Collectivist Latinx Parent Identity and Conscientização amid an Anti-Immigrant Climate
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| Title: | 'Hay poder en numeros': Understanding the Development of a Collectivist Latinx Parent Identity and Conscientização amid an Anti-Immigrant Climate |
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| Language: | English |
| Authors: | Fernández, Érica, Rodela, Katherine C. |
| Source: | Teachers College Record. 2020 122(8). |
| Availability: | Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Hispanic Americans, Undocumented Immigrants, Parents, Ethnicity, Identification (Psychology), Social Bias, Parent Associations, Elementary Schools, Social Justice, Hispanic American Students, Parent Participation, Parent School Relationship |
| ISSN: | 0161-4681 |
| Abstract: | Background/Context: Given our current anti-immigrant context, it is pertinent that we understand how (un)documented parents who are members of a parent-organized and parent-initiated group come to develop a collectivist Latinx identity within oppressive and marginalizing structures and policies. Purpose/Objectives: This study analyzes the processes and actions of a Latinx parent group that led to the establishment of a collectivist identity and the activation of a collective conscientização/critical consciousness amid an anti-immigrant climate. Research Design: Based on a 2.5-year critical ethnography, we analyzed data that included in-depth interviews, participant observations, photographs, and documents. In doing so, we were able to center the experiences of a parent organizing group in an elementary school in the Midwest during a period of heightened immigrant surveillance and anti-immigrant legislation. Findings/Results: Our research suggests that critical consciousness was activated among this group in three stages: (1) Stage 1 describes the actions/strategies FUV took to develop a collective critical consciousness; (2) Stage 2 details the ways in which FUV members activated (i.e., enacted) their collective critical consciousness; and (3) Stage 3 discusses FUV's ongoing efforts to nurture a collective critical consciousness. Conclusions/Recommendations: This study combats oppressive, marginalizing, and prevailing academic and public parental involvement discourse, thus having direct implications for how school officials center and support (un)documented Latinx parents and families in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Access URL: | https://www.tcrecord.org/Content.asp?ContentId=23380 |
| Accession Number: | EJ1275727 |
| Database: | ERIC |
| Abstract: | Background/Context: Given our current anti-immigrant context, it is pertinent that we understand how (un)documented parents who are members of a parent-organized and parent-initiated group come to develop a collectivist Latinx identity within oppressive and marginalizing structures and policies. Purpose/Objectives: This study analyzes the processes and actions of a Latinx parent group that led to the establishment of a collectivist identity and the activation of a collective conscientização/critical consciousness amid an anti-immigrant climate. Research Design: Based on a 2.5-year critical ethnography, we analyzed data that included in-depth interviews, participant observations, photographs, and documents. In doing so, we were able to center the experiences of a parent organizing group in an elementary school in the Midwest during a period of heightened immigrant surveillance and anti-immigrant legislation. Findings/Results: Our research suggests that critical consciousness was activated among this group in three stages: (1) Stage 1 describes the actions/strategies FUV took to develop a collective critical consciousness; (2) Stage 2 details the ways in which FUV members activated (i.e., enacted) their collective critical consciousness; and (3) Stage 3 discusses FUV's ongoing efforts to nurture a collective critical consciousness. Conclusions/Recommendations: This study combats oppressive, marginalizing, and prevailing academic and public parental involvement discourse, thus having direct implications for how school officials center and support (un)documented Latinx parents and families in schools. |
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| ISSN: | 0161-4681 |
