In:
Harvard Educational Review, Harvard Education Publishing Group, Vol. 79, No. 4 ( 2009-12-01), p. 560-586
Abstract:
This article examines the experiences of first-year Latina/o undergraduates at a predominantly white institution. Through a borderlands analysis, the authors explore how these students describe their experiences participating in an ethnic studies course and mentoring Latina/o elementary schoolchildren. The authors find that these experiences served as sitios y lenguas (decolonizing spaces and discourses; Pérez, 1998)in which the undergraduate students were able to reflect on the ongoing transformation of their social and political identities, revealing the complex and fluid latinidades(Latina/o identities; Latina Feminist Group, 2001) that exist among the Latina/o university students. This article explores the physical and metaphorical borders (Anzaldúa, 1987) the undergraduates occupy, navigate, and challenge while they work simultaneously as mentors in a mostly Latina/o setting and as college students on a mostly white campus.
Type of Medium:
Online Resource
ISSN:
0017-8055
,
1943-5045
DOI:
10.17763/haer.79.4.01107jp4uv648517
Language:
English
Publisher:
Harvard Education Publishing Group
Publication Date:
2009
detail.hit.zdb_id:
4482-9
detail.hit.zdb_id:
2019590-4
SSG:
5,3
Permalink
