자료유형  

 학위논문

Control Number  

0016935957

International Standard Book Number  

9798380374972

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Pinetta, Bernardette Josee.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Michigan., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(159 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

General Note  

Advisor: Rivas-Drake, Deborah.

Dissertation Note  

Thesis (Ph.D.)--University of Michigan, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Restrictions on Access Note  

This item must not be added to any third party search indexes.

Summary, Etc.  

요약How Latinx youth come to understand their ethnic and racial experiences is intrinsically connected to how they understand issues of inequity. Given increasingly hostile climate towards Latinx communities, it is necessary to explore how educational structures, policies, and practices can be (re)designed to promote their positive development. Study 1 of this dissertation explores identifying affirming ethnic-racial socialization practices in the classroom. I aimed to discover specific strategies and practices that could inform future research and theorizing on best-practices to support Latinx youths' development as it relates to their identity and sociopolitical development. I employ qualitative case study methodology to provide an in-depth and contextualized analysis of how of Ms. Perez, an esteemed Chicago educator, cultivated a culturally and racially affirming classroom for Latinx students using her instructional practices and interpersonal interactions. I identified three themes: (a) cultural content, (b) racialized experiences, and (c) youth empowerment-that undergirded how she integrated ethnic-racial content into her instruction. Study 2 introduces critical inquiry groups (CIGs), small youth facilitated forums, as a tool that teachers can use to facilitate dynamic discussions on race and culture in the classroom, while intentionally centering Latinx adolescents as narrators of their own experiences. CIGs are a participatory action research method designed to engage youth in meaning-making dialogues surrounding their lived experiences and actions to change institutions. The data for this study was derived from a community and youth participatory action research (YPAR) collaborative embedded in newly developed program in California that aimed to bolster Latina youths' political/civic capacities in ways that are culturally sustaining and affirming. I focused on the experiences of Latinas to further nuance how adolescents negotiate what it means to be Latinx at the intersection of various identities. Indeed, we find that CIGs promoted authentic dialogue that spurred Latinas to connect their experiences to a broader collective struggle. Together, the two studies in this dissertation illuminate how sites of learning can also become sites of the construction of positive and critically aware identities.

Subject Added Entry-Topical Term  

Educational psychology.

Subject Added Entry-Topical Term  

Pedagogy.

Subject Added Entry-Topical Term  

Latin American studies.

Subject Added Entry-Topical Term  

Educational sociology.

Subject Added Entry-Topical Term  

Ethnic studies.

Index Term-Uncontrolled  

Latinx youth

Index Term-Uncontrolled  

Socialization

Index Term-Uncontrolled  

Educational structures

Index Term-Uncontrolled  

Latinx students

Index Term-Uncontrolled  

Latinx adolescents

Added Entry-Corporate Name  

University of Michigan Education & Psychology

Host Item Entry  

Dissertations Abstracts International. 85-03A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:641640