Somos Latinos: The experiences of Latino students at an independent school / Derrick Gay.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Gay, Derrick, author.

Contributor:

University of Pennsylvania. Educational and Organizational Leadership, degree granting institution.

Ravitch, Sharon, degree supervisor.

Batiste, Harold, E., III, degree committee member.

Kuriloff, Peter, degree committee member.

Language:

English

Subjects (All):

Educational leadership.

Educational sociology.

Hispanic American studies.

Multicultural Education.

Educational and Organizational Leadership--Penn dissertations.

Penn dissertations--Educational and Organizational Leadership.

Local Subjects:

Educational leadership.

Educational sociology.

Hispanic American studies.

Multicultural Education.

Educational and Organizational Leadership--Penn dissertations.

Penn dissertations--Educational and Organizational Leadership.

Physical Description:

1 online resource (144 pages)

Contained In:

Dissertation Abstracts International 78-08A(E).

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2016.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

Latinos currently represent the largest, youngest, and fastest growing ethnic group in the United States. This significant demographic shift, however, has yet to manifest fully in independent schools, where Latinos represent the smallest ethnic demographic. While independent schools have increased efforts over the past three decades with regard to outreach, recruitment, enrollment, and retention of students of color, these diversity initiatives largely focus on supporting the psychological well-being of Black students and their families (Arlington & Stevenson, 2003; Steele, 2003; Tatum, 2003). Accordingly, schools largely ground their diversity frameworks to reflect Black racial identity models and experiences, which do not always correlate with the cultural needs or historical lenses of Latinos.

This phenomenological qualitative study examined the ways in which Upper School students, who self-identity as Latino, understand their academic and social experiences at a K-12 independent school with an institutional commitment to diversity and inclusion, located in a Metropolitan area in the United States. Through intentional and targeted recruitment efforts, the school has effectively increased its Latino student population. The study found, however, that Latino participants encounter ongoing social and academic racial microaggressions, macroaggressions, and microinvalidations informed both by their Latino identity and intersections of race, gender, socioeconomics, and entry point. Participants highlighted the critical importance of safe spaces, Latino affinity groups, Latino representation within the curriculum, and a designated faculty member to support their ability to navigate the school and develop positive racial identity.

Notes:

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Advisors: Sharon Ravitch; Committee members: Harold E. Batiste III; Peter Kuriloff.

Department: Educational and Organizational Leadership.

Ed.D. University of Pennsylvania 2016.

Local Notes:

School code: 0175

ISBN:

9781369629583

Access Restriction:

Restricted for use by site license.