In 2018 there have been constant anti-immigrant rhetoric, policies, and enforcement. Most recently, Trump referred to immigrant children as “future criminals” who needed to be kept in prison-like detention centers and “tender age facilities” (Min Kim, 2018). Meanwhile, the 4.5 million children of immigrants already in the US continue to face possibilities of family separation due to this enforcement-focused political system (Suárez-Orozco et al., 2015). The goal of this article is to provide insight into the lives of one of the most vulnerable and fastest growing populations in the U.S.—immigrant children. As a researcher and educator, I developed an art-centered methodological and pedagogical tool that can serve those working with immigrant children and vulnerable populations. Over a two-year period, I used artistic tools such as drawings, storyboards, Teatro Campesino’s actos, and various techniques from Theater of the Oppressed (Boal, 2000) to work with children of immigrants in a sixth-grade class of English Language Learners (ELL) in Los Angeles. Through educational, artistic, and anecdotal components of their work, these children created a world where they could resist and fight Trump and share that victory by utilizing the transformative imaginary of art.
2018年，反移民言论、政策和执法不断出现。最近，特朗普将移民儿童称为“未来的罪犯”，他们需要被关押在类似监狱的拘留中心和“幼龄设施”中(Min Kim, 2018)。与此同时，由于这种以执法为中心的政治体制，已经在美国的450万移民子女继续面临家庭分离的可能性(Suárez-Orozco et al.， 2015)。这篇文章的目的是提供对美国移民儿童中最脆弱和增长最快的群体之一的生活的洞察。作为一名研究人员和教育工作者，我开发了一种以艺术为中心的方法和教学工具，可以为那些从事移民儿童和弱势群体工作的人服务。在两年多的时间里，我使用绘画、故事板、坎佩西诺剧院(Teatro Campesino)的演员等艺术工具，以及《被压迫的剧院》(Boal, 2000)中的各种技术，与洛杉矶六年级英语学习者(ELL)班的移民儿童一起工作。通过他们作品中的教育、艺术和轶事成分，这些孩子创造了一个可以抵抗和对抗特朗普的世界，并通过利用艺术的变革想象来分享胜利。
{"title":"Praxis of Resilience & Resistance: “We can STOP Donald Trump” and Other Messages from Immigrant Children","authors":"S. R. Vega","doi":"10.24974/AMAE.12.3.409","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.409","url":null,"abstract":"In 2018 there have been constant anti-immigrant rhetoric, policies, and enforcement. Most recently, Trump referred to immigrant children as “future criminals” who needed to be kept in prison-like detention centers and “tender age facilities” (Min Kim, 2018). Meanwhile, the 4.5 million children of immigrants already in the US continue to face possibilities of family separation due to this enforcement-focused political system (Suárez-Orozco et al., 2015). The goal of this article is to provide insight into the lives of one of the most vulnerable and fastest growing populations in the U.S.—immigrant children. As a researcher and educator, I developed an art-centered methodological and pedagogical tool that can serve those working with immigrant children and vulnerable populations. Over a two-year period, I used artistic tools such as drawings, storyboards, Teatro Campesino’s actos, and various techniques from Theater of the Oppressed (Boal, 2000) to work with children of immigrants in a sixth-grade class of English Language Learners (ELL) in Los Angeles. Through educational, artistic, and anecdotal components of their work, these children created a world where they could resist and fight Trump and share that victory by utilizing the transformative imaginary of art.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128468219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elaine C. Allard, Jonathan Sellman, Brandon Torres, S. Schwarz, F. Bernardino, Rebecca Castillo
This exploratory study examines the experiences of undocumented students at Hawthorne College, an elite, liberal arts institution with sanctuary status. Drawing primarily on a questionnaire and qualitative interviews, it considers 1) whether undocumented and Deferred Action for Childhood Arrivals (DACA) students on a sanctuary campus experience the characteristic psychosocial difficulties that mark the lives of undocumented students elsewhere and 2) the extent to which institutional policies mitigate these challenges. The research reveals that sanctuary is neither a panacea for undocumented students’ concerns nor is it a meaningless symbol. Students are protected from some typical barriers to college success, experience other barriers in classic ways, and face still other constraints quite differently in a privileged, high-pressure educational environment. The study adds to emerging research on the undocumented experience in higher education and offers preliminary insights into the promises and limits of the sanctuary campus movement.
{"title":"“A Promise to Support Us:” Undocumented Experiences on a Sanctuary Campus","authors":"Elaine C. Allard, Jonathan Sellman, Brandon Torres, S. Schwarz, F. Bernardino, Rebecca Castillo","doi":"10.24974/AMAE.12.3.406","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.406","url":null,"abstract":"This exploratory study examines the experiences of undocumented students at Hawthorne College, an elite, liberal arts institution with sanctuary status. Drawing primarily on a questionnaire and qualitative interviews, it considers 1) whether undocumented and Deferred Action for Childhood Arrivals (DACA) students on a sanctuary campus experience the characteristic psychosocial difficulties that mark the lives of undocumented students elsewhere and 2) the extent to which institutional policies mitigate these challenges. The research reveals that sanctuary is neither a panacea for undocumented students’ concerns nor is it a meaningless symbol. Students are protected from some typical barriers to college success, experience other barriers in classic ways, and face still other constraints quite differently in a privileged, high-pressure educational environment. The study adds to emerging research on the undocumented experience in higher education and offers preliminary insights into the promises and limits of the sanctuary campus movement.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123592302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Uriel Serrano, A. Vazquez, Raul Meneses Samperio, A. Mattheis
An increase in public expressions of xenophobic and racist nativist sentiments followed the election of the 45th president of the United States, and higher education institutions across the country issued statements proclaiming their support for students impacted by changes to federal immigration policy. Guided by García’s (2017) organizational typology of HSIs and critical policy studies (Diem, Young, Welton, Mansfield & Lee, 2014), we conducted a content analysis of messages distributed via campus-wide email that addressed the vulnerabilities of DACA recipients and other immigrant students at two Hispanic-Serving Institutions in California. Our examination of these messages as policy documents reveals how campus and university-system leaders—even in a so-called “Sanctuary State”—attempt to create a notion of “campus as sanctuary” rather than committing to “sanctuary campus” policies and practices. We conclude with recommendations that push the notion of sanctuary campus beyond symbolic gestures and ask practitioners, scholars, and educators to reflect on the practices that foster true sanctuary environments.
{"title":"Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions","authors":"Uriel Serrano, A. Vazquez, Raul Meneses Samperio, A. Mattheis","doi":"10.24974/AMAE.12.3.411","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.411","url":null,"abstract":"An increase in public expressions of xenophobic and racist nativist sentiments followed the election of the 45th president of the United States, and higher education institutions across the country issued statements proclaiming their support for students impacted by changes to federal immigration policy. Guided by García’s (2017) organizational typology of HSIs and critical policy studies (Diem, Young, Welton, Mansfield & Lee, 2014), we conducted a content analysis of messages distributed via campus-wide email that addressed the vulnerabilities of DACA recipients and other immigrant students at two Hispanic-Serving Institutions in California. Our examination of these messages as policy documents reveals how campus and university-system leaders—even in a so-called “Sanctuary State”—attempt to create a notion of “campus as sanctuary” rather than committing to “sanctuary campus” policies and practices. We conclude with recommendations that push the notion of sanctuary campus beyond symbolic gestures and ask practitioners, scholars, and educators to reflect on the practices that foster true sanctuary environments.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133069333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melinda Martin‐Beltrán, Angélica Montoya‐Ávila, Andrés A. García, Nancy Canales
This qualitative case study offers a window into one classroom in which one Latinx English language arts teacher and her newcomer high school students tapped into community cultural wealth (Yosso, 2005) as they engaged in literacy practices to resist oppression, denounce discrimination, and strive for social justice. We draw upon Yosso’s (2005) framework of community cultural wealth (CCW) to understand how teachers can encourage resistance among historically marginalized students within the current racist and xenophobic political climate; and we examine how students respond to the teacher’s invitation to engage and develop their resistant capital through their writing. Data analyzed for this study include student letters, teacher interviews, and fieldnotes from one lesson, which was situated in a year-long ethnographic study. We found that the teacher cultivated resistant capital by tapping into students’ lived experiences to scrutinize oppressive rhetoric and persist in the face of adversity. Students seized the opportunity to resist the dominant anti-immigrant narrative by leveraging their resistant capital through counter-stories, assertions of experiential knowledge, and appeals to a moral imperative. Our study contributes to scholarship on CCW by exploring how CCW is utilized in a previously under-examined context and has implications for educators by offering examples of classroom practices that cultivate CCW and transform deficit discourses that threaten to impede academic success, especially among Latinx students.
{"title":"Do You Want to Tell Your Own Narrative?”: How One Teacher and Her Students Engage in Resistance by Leveraging Community Cultural Wealth","authors":"Melinda Martin‐Beltrán, Angélica Montoya‐Ávila, Andrés A. García, Nancy Canales","doi":"10.24974/AMAE.12.3.408","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.408","url":null,"abstract":"This qualitative case study offers a window into one classroom in which one Latinx English language arts teacher and her newcomer high school students tapped into community cultural wealth (Yosso, 2005) as they engaged in literacy practices to resist oppression, denounce discrimination, and strive for social justice. We draw upon Yosso’s (2005) framework of community cultural wealth (CCW) to understand how teachers can encourage resistance among historically marginalized students within the current racist and xenophobic political climate; and we examine how students respond to the teacher’s invitation to engage and develop their resistant capital through their writing. Data analyzed for this study include student letters, teacher interviews, and fieldnotes from one lesson, which was situated in a year-long ethnographic study. We found that the teacher cultivated resistant capital by tapping into students’ lived experiences to scrutinize oppressive rhetoric and persist in the face of adversity. Students seized the opportunity to resist the dominant anti-immigrant narrative by leveraging their resistant capital through counter-stories, assertions of experiential knowledge, and appeals to a moral imperative. Our study contributes to scholarship on CCW by exploring how CCW is utilized in a previously under-examined context and has implications for educators by offering examples of classroom practices that cultivate CCW and transform deficit discourses that threaten to impede academic success, especially among Latinx students.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127124783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anzaldúa’s concept of conocimiento guides our analysis of Latinx/Chicanx students’ Critical Reflexivity Journals (CRJ) produced in an Ethnic Studies classroom at a predominantly-white institution. Through a thematic analysis procedure of students’ CRJ entries, which we describe as written testimonios, we discerned how Latinx/Chicanx students’ writings engaged their identities, reflexivity, healing, and resistance on a path toward conocimiento. Grounding our theoretical and empirical analysis in Anzaldúan thought, conocimiento is characterized by a deep reflexive critical consciousness that unfolds across seven interconnected stages. Conocimiento builds toward a liberatory transformation that Anzaldúa describes as spiritual activism, the seventh and final stage of conocimiento. The sociohistorical, culturally relevant, and student-centered curricula purported in Ethnic Studies is the focus of much scholarly writings. Our work contributes to this growing theoretical, empirical and pedagogical scholarship by specifically focusing on conocimiento. Through an Anzaldúa centered analysis of Latinx/Chicanx students’ CRJ we demonstrate how reflexive writings can facilitate students’ process of identity formation, reflexivity, healing and resistance from colonial forms of knowledge and oppression. This is especially important when considering the racist and violent sociopolitical context under the Trump Administration.
{"title":"Latinx/Chicanx Students on the Path to Conocimiento: Critical Reflexivity Journals as Tools for Healing and Resistance in the Trump Era","authors":"J. S. Fernández, Alejandra Magaña Gamero","doi":"10.24974/AMAE.12.3.404","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.404","url":null,"abstract":"Anzaldúa’s concept of conocimiento guides our analysis of Latinx/Chicanx students’ Critical Reflexivity Journals (CRJ) produced in an Ethnic Studies classroom at a predominantly-white institution. Through a thematic analysis procedure of students’ CRJ entries, which we describe as written testimonios, we discerned how Latinx/Chicanx students’ writings engaged their identities, reflexivity, healing, and resistance on a path toward conocimiento. Grounding our theoretical and empirical analysis in Anzaldúan thought, conocimiento is characterized by a deep reflexive critical consciousness that unfolds across seven interconnected stages. Conocimiento builds toward a liberatory transformation that Anzaldúa describes as spiritual activism, the seventh and final stage of conocimiento. The sociohistorical, culturally relevant, and student-centered curricula purported in Ethnic Studies is the focus of much scholarly writings. Our work contributes to this growing theoretical, empirical and pedagogical scholarship by specifically focusing on conocimiento. Through an Anzaldúa centered analysis of Latinx/Chicanx students’ CRJ we demonstrate how reflexive writings can facilitate students’ process of identity formation, reflexivity, healing and resistance from colonial forms of knowledge and oppression. This is especially important when considering the racist and violent sociopolitical context under the Trump Administration.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124251362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Larissa M. Mercado-López, Laura Alamillo, C. Herrera
This article examines the recent tradition of decorating and re-fashioning graduation caps, also known as mortarboards, by Chicanx/Latinx graduates. We describe this practice as StoryBoarding, a form of micro-storytelling tales of Chicana/Latina agency and resistance that counter, expose, and challenge institutionalized forms of racism. Many instances of StoryBoarding take place in the context of Hispanic Serving Institutions (HSI), specifically during the Chicanx/Latinx graduation commencement ceremonies held at many campuses. While these events are celebratory, these past few years, alongside the celebrations, the ceremonies have also become spaces of critique and proclamation of the graduates’ views towards the current administration’s policies aimed at undocumented immigrants and people of Mexican and Latin American descent.
{"title":"Cap(tioning) Resistance on Stage: Chicana/Latina Graduation Caps and StoryBoarding as Syncretic Testimonio","authors":"Larissa M. Mercado-López, Laura Alamillo, C. Herrera","doi":"10.24974/AMAE.12.3.407","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.407","url":null,"abstract":"This article examines the recent tradition of decorating and re-fashioning graduation caps, also known as mortarboards, by Chicanx/Latinx graduates. We describe this practice as StoryBoarding, a form of micro-storytelling tales of Chicana/Latina agency and resistance that counter, expose, and challenge institutionalized forms of racism. Many instances of StoryBoarding take place in the context of Hispanic Serving Institutions (HSI), specifically during the Chicanx/Latinx graduation commencement ceremonies held at many campuses. While these events are celebratory, these past few years, alongside the celebrations, the ceremonies have also become spaces of critique and proclamation of the graduates’ views towards the current administration’s policies aimed at undocumented immigrants and people of Mexican and Latin American descent.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133500571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the recent tradition of decorating and re-fashioning graduation caps, also known as mortarboards, by Chicanx/Latinx graduates. We describe this practice as StoryBoarding, a form of micro-storytelling tales of Chicana/Latina agency and resistance that counter, expose, and challenge institutionalized forms of racism. Many instances of StoryBoarding take place in the context of Hispanic Serving Institutions (HSI), specifically during the Chicanx/Latinx graduation commencement ceremonies held at many campuses. While these events are celebratory, these past few years, alongside the celebrations, the ceremonies have also become spaces of critique and proclamation of the graduates’ views towards the current administration’s policies aimed at undocumented immigrants and people of Mexican and Latin American descent.
{"title":"Latinx Education Policy and Resistance in the Trump Era","authors":"Patricia D. López, William Pérez","doi":"10.24974/AMAE.12.3.403","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.403","url":null,"abstract":"This article examines the recent tradition of decorating and re-fashioning graduation caps, also known as mortarboards, by Chicanx/Latinx graduates. We describe this practice as StoryBoarding, a form of micro-storytelling tales of Chicana/Latina agency and resistance that counter, expose, and challenge institutionalized forms of racism. Many instances of StoryBoarding take place in the context of Hispanic Serving Institutions (HSI), specifically during the Chicanx/Latinx graduation commencement ceremonies held at many campuses. While these events are celebratory, these past few years, alongside the celebrations, the ceremonies have also become spaces of critique and proclamation of the graduates’ views towards the current administration’s policies aimed at undocumented immigrants and people of Mexican and Latin American descent.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124921405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teacher Leadership for Social Change in Bilingual and Bicultural Education","authors":"Christian Fallas Escobar","doi":"10.24974/AMAE.12.3.414","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.414","url":null,"abstract":"","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132022314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This conceptual article examines the intersection between immigration law enforcement and education. We explore the following questions: How have immigration and education policy intersected in the last decade, and particularly after the 2016 presidential election? To examine this question, we make use of the interdisciplinary nature of our own academic backgrounds as a political scientist and an education policy scholar to ground our article using sociologist Herbert Blumer’s sense of group position theory, Critical Race Theory (CRT), and Latina/o Critical Race Theory (LatCrit). Guided by this theoretical frame, we discuss the notion of education being used as a bargaining tool and a weapon with implications for Latino communities given the current political and anti-immigrant context. We highlight examples that represent various levels of government and that on the surface have a target population of immigrant adults or young adults—however, we argue that regardless of the target population, if a policy has direct implications for adult immigrants and immigration, it will have direct implications for educational institutions and the children of immigrants.
{"title":"Latinx Education Under Attack: The Implications of Immigration Policy for Education","authors":"R. M. López, Yalidy Matos","doi":"10.24974/AMAE.12.3.410","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.410","url":null,"abstract":"This conceptual article examines the intersection between immigration law enforcement and education. We explore the following questions: How have immigration and education policy intersected in the last decade, and particularly after the 2016 presidential election? To examine this question, we make use of the interdisciplinary nature of our own academic backgrounds as a political scientist and an education policy scholar to ground our article using sociologist Herbert Blumer’s sense of group position theory, Critical Race Theory (CRT), and Latina/o Critical Race Theory (LatCrit). Guided by this theoretical frame, we discuss the notion of education being used as a bargaining tool and a weapon with implications for Latino communities given the current political and anti-immigrant context. We highlight examples that represent various levels of government and that on the surface have a target population of immigrant adults or young adults—however, we argue that regardless of the target population, if a policy has direct implications for adult immigrants and immigration, it will have direct implications for educational institutions and the children of immigrants.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131499728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Susana M. Muñoz, Darsella Vigil, Elizabeth M. Jach, M. M. Rodriguez-Gutierrez
In response to the “Trump Effect”, or the negative climate in education following President Trump’s election, we examine the ways in which anti-immigration rhetoric from the recent election cycle and the elimination of DACA has influenced college experiences and trajectories of undocumented Latinx students. Using critical race theory, along with literature on trauma and resilience, we based our findings on three focus groups with 16 undocumented student participants, and highlight four emergent themes: (1) citizen fragility seemed pervasive and finding hope was deemed as challenging; (2) students experienced an increase of emboldened racist nativism on their college campuses; (3) the exploitation of undocumented student labor; and (4) shared solidarity was beneficial for student resilience. Findings illuminate how colleges and universities need to reconceptualize the notion of resilience by addressing systemic racist nativism in higher education.
{"title":"Unpacking Resilience and Trauma: Examining the “Trump Effect” in Higher Education for Undocumented Latinx College Students","authors":"Susana M. Muñoz, Darsella Vigil, Elizabeth M. Jach, M. M. Rodriguez-Gutierrez","doi":"10.24974/AMAE.12.3.405","DOIUrl":"https://doi.org/10.24974/AMAE.12.3.405","url":null,"abstract":"In response to the “Trump Effect”, or the negative climate in education following President Trump’s election, we examine the ways in which anti-immigration rhetoric from the recent election cycle and the elimination of DACA has influenced college experiences and trajectories of undocumented Latinx students. Using critical race theory, along with literature on trauma and resilience, we based our findings on three focus groups with 16 undocumented student participants, and highlight four emergent themes: (1) citizen fragility seemed pervasive and finding hope was deemed as challenging; (2) students experienced an increase of emboldened racist nativism on their college campuses; (3) the exploitation of undocumented student labor; and (4) shared solidarity was beneficial for student resilience. Findings illuminate how colleges and universities need to reconceptualize the notion of resilience by addressing systemic racist nativism in higher education.","PeriodicalId":414867,"journal":{"name":"Association of Mexican American Educators Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114336961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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