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Chicanas and Chicanos in School : Racial Profiling, Identity Battles, and Empowerment / Marcos Pizarro.

By: Material type: TextTextSeries: Louann Atkins Temple Women & Culture SeriesPublisher: Austin : University of Texas Press, [2021]Copyright date: ©2005Description: 1 online resource (301 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9780292797086
Subject(s): DDC classification:
  • 373.1829/6872/073 22
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- INTRODUCTION. Rethinking Research in Chicana/o Communities -- PART ONE. INSIGHTS FROM LOS ANGELES CHICANA /O YOUTH -- ONE. IDENTITY FORMATION IN LOS ANGELES -- TWO. IDENTITY AND SCHOOL PERFORMANCE IN LOS ANGELES -- THREE. LESSONS FROM LOS ANGELES STUDENTS FOR SCHOOL SUCCESS -- PART TWO. INSIGHTS FROM ACOMA CHICANA /O YOUTH -- FOUR. IDENTITY FORMATION IN ACOMA -- FIVE. IDENTITY AND SCHOOL PERFORMANCE IN ACOMA -- SIX. LESSONS FROM ACOMA STUDENTS FOR SCHOOL SUCCESS -- TIME-OUT. ERNESTO SANCHEZ’S AUTOBIOGRAPHICAL ANALYSIS OF IDENTITY AND SCHOOL IN ACOMA -- PART THREE. UNDERSTANDING AND TRANSFORMING THE SCHOOL LIVES OF CHICANA /O YOUTH -- SEVEN. RACIAL PROFILING, IDENTITY, AND SCHOOL ACHIEVEMENT Lessons from Power Conflicts in Diverse Contexts -- EIGHT. CHICANA /O STUDENT EDUCATIONAL EMPOWERMENT -- EPILOGUE -- NOTES -- BIBLIOGRAPHY -- INDEX
Summary: By any measure of test scores and graduation rates, public schools are failing to educate a large percentage of Chicana/o youth. But despite years of analysis of this failure, no consensus has been reached as to how to realistically address it. Taking a new approach to these issues, Marcos Pizarro goes directly to Chicana/o students in both urban and rural school districts to ask what their school experiences are really like, how teachers and administrators support or thwart their educational aspirations, and how schools could better serve their Chicana/o students. In this accessible, from-the-trenches account of the Chicana/o school experience, Marcos Pizarro makes the case that racial identity formation is the crucial variable in Chicana/o students' success or failure in school. He draws on the insights of students in East Los Angeles and rural Washington State, as well as years of research and activism in public education, to demonstrate that Chicana/o students face the daunting challenge of forming a positive sense of racial identity within an educational system that unintentionally yet consistently holds them to low standards because of their race. From his analysis of this systemic problem, he develops a model for understanding the process of racialization and for empowering Chicana/o students to succeed in school that can be used by teachers, school administrators, parents, community members, and students themselves.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9780292797086

Frontmatter -- CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- INTRODUCTION. Rethinking Research in Chicana/o Communities -- PART ONE. INSIGHTS FROM LOS ANGELES CHICANA /O YOUTH -- ONE. IDENTITY FORMATION IN LOS ANGELES -- TWO. IDENTITY AND SCHOOL PERFORMANCE IN LOS ANGELES -- THREE. LESSONS FROM LOS ANGELES STUDENTS FOR SCHOOL SUCCESS -- PART TWO. INSIGHTS FROM ACOMA CHICANA /O YOUTH -- FOUR. IDENTITY FORMATION IN ACOMA -- FIVE. IDENTITY AND SCHOOL PERFORMANCE IN ACOMA -- SIX. LESSONS FROM ACOMA STUDENTS FOR SCHOOL SUCCESS -- TIME-OUT. ERNESTO SANCHEZ’S AUTOBIOGRAPHICAL ANALYSIS OF IDENTITY AND SCHOOL IN ACOMA -- PART THREE. UNDERSTANDING AND TRANSFORMING THE SCHOOL LIVES OF CHICANA /O YOUTH -- SEVEN. RACIAL PROFILING, IDENTITY, AND SCHOOL ACHIEVEMENT Lessons from Power Conflicts in Diverse Contexts -- EIGHT. CHICANA /O STUDENT EDUCATIONAL EMPOWERMENT -- EPILOGUE -- NOTES -- BIBLIOGRAPHY -- INDEX

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

By any measure of test scores and graduation rates, public schools are failing to educate a large percentage of Chicana/o youth. But despite years of analysis of this failure, no consensus has been reached as to how to realistically address it. Taking a new approach to these issues, Marcos Pizarro goes directly to Chicana/o students in both urban and rural school districts to ask what their school experiences are really like, how teachers and administrators support or thwart their educational aspirations, and how schools could better serve their Chicana/o students. In this accessible, from-the-trenches account of the Chicana/o school experience, Marcos Pizarro makes the case that racial identity formation is the crucial variable in Chicana/o students' success or failure in school. He draws on the insights of students in East Los Angeles and rural Washington State, as well as years of research and activism in public education, to demonstrate that Chicana/o students face the daunting challenge of forming a positive sense of racial identity within an educational system that unintentionally yet consistently holds them to low standards because of their race. From his analysis of this systemic problem, he develops a model for understanding the process of racialization and for empowering Chicana/o students to succeed in school that can be used by teachers, school administrators, parents, community members, and students themselves.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 26. Apr 2022)