Chicanas and Chicanos in school : racial profiling, identity battles, and empowerment / Marcos Pizarro.

By: Pizarro, Marcos, 1967-Material type: TextTextSeries: JSTOR eBooksLouann Atkins Temple women & culture series: bk. 11.Publisher: Austin : University of Texas Press, c2005Edition: 1st edDescription: 1 online resource (xiv, 285 p.)ISBN: 0292797087 (electronic bk.); 9780292797086 (electronic bk.); 0292706367 (alk. paper); 9780292706361 (alk. paper); 0292706650 (pbk. : alk. paper); 9780292706651 (pbk. : alk. paper)Subject(s): Mexican American youth -- Education -- Social aspects -- California -- Los Angeles -- Case studies | Mexican American youth -- Education -- Social aspects -- Washington (State) -- Case studies | Mexican Americans -- Ethnic identity -- Case studies | Discrimination in education -- California -- Los Angeles -- Case studies | Discrimination in education -- Washington (State) -- Case studiesAdditional physical formats: Print version:: Chicanas and Chicanos in school.DDC classification: 373.1829/6872/073 LOC classification: LC2688.L7 | P59 2005Online resources: Click here to view this ebook.
Contents:
Insights from Los Angeles Chicana/o youth -- Identity formation in Los Angeles -- Identity and school performance in Los Angeles -- Lessons from Los Angeles students for school success -- Insights from Acoma Chicana/o youth -- Identity formation in Acoma -- Identity and school performance in Acoma -- Lessons from Acoma students for school success -- Time-out: Ernesto Sanchez's autobiographical analysis of identity and school in Acoma -- Understanding and transforming the school lives of Chicana/o youth -- Racial profiling, identity, and school achievement: lessons from power conflicts in diverse contexts -- Chicana/o student educational empowerment.
Action note: digitized 2010 committed to preserveSummary: Annotation 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
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LC2688.L7 P59 2005 (Browse shelf) https://ezproxy.uttyler.edu/login?url=http://www.jstor.org/stable/10.7560/706361 Available ocm61500988

Includes bibliographical references (p. 277-284) and index.

Insights from Los Angeles Chicana/o youth -- Identity formation in Los Angeles -- Identity and school performance in Los Angeles -- Lessons from Los Angeles students for school success -- Insights from Acoma Chicana/o youth -- Identity formation in Acoma -- Identity and school performance in Acoma -- Lessons from Acoma students for school success -- Time-out: Ernesto Sanchez's autobiographical analysis of identity and school in Acoma -- Understanding and transforming the school lives of Chicana/o youth -- Racial profiling, identity, and school achievement: lessons from power conflicts in diverse contexts -- Chicana/o student educational empowerment.

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Annotation 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

Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL

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