Date of Award
Spring 2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Policy, Planning, and Administration
Committee Chairperson
Orkideh Mohajeri, Ph.D.
Committee Member
Justin Sprague, Ph.D.
Committee Member
Ebonnie Vazquez, Ph.D.
Abstract
Latino children attend schools that are informed by violent, biased, and racist beliefs that make it difficult for them to attain educational success. Informed by Latino Critical Race Theory (LatCrit) this qualitative study examined the narratives and lived experiences of bilingual Latino children and their families and the educational violence they were subjected to in schooling. The research team completed 8 semi structured family interviews equaling twenty-five people with 12 parents and 13 children. Children ranged in age from 8 to 17 years old. Methodologies included family interviews in which most of the parents’ interviews were conducted in Spanish and most of the children’s interviews were conducted in English. The children’s interviews were composed of two parts: a semi structured question and answer session and an arts-based session where the children developed comics in response to a prompt. The most prevalent theme that emerged from the interviews was the centrality of race. This theme informed five subthemes: 1) School policies 2) School response 3) School climate, 3) Conflict, and 4) Student anxiety. The subthemes further identified subthemes such as uniforms, school resources, conflict, deficit perspective, and student anxiety in response to conflict. Chapters 5 and 6 will elucidate participants’ experience through counterstories. Lastly, chapter 7 will outline implications for future research and practice.
Recommended Citation
Margolis, Pamela, "Classrooms, Hallways, and Peleas: The Violence and the Education of Latino Students" (2024). West Chester University Doctoral Projects. 275.
https://digitalcommons.wcupa.edu/all_doctoral/275