Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction

Holtz, Emily; Worley, Cristina; Williams, John A.

doi:10.1177/00131245221147001

Cited by 2 publications

(3 citation statements)

References 47 publications

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“…(Leeman 2023, p. xix) With this under-the-radar tool (Leeman 2023), the language practices of minoritized communities can acquire racial meanings, which in turn are extended to a social group and their cultural practices (e.g., Omi and Winant 2011). This perspective may explain, for example, the pervasive nature of deficit ideologies with regards to black and brown children in the U.S. educational environment (e.g., Holtz et al 2023). Moreover, the narratives that are often applied to individuals who are perceived to speak Spanish will still frame them as not belonging to the American identity, regardless of whether they actually speak Spanish/English or not.…”

Section: Language As a Boundary: Othering Spanish Speakersmentioning

confidence: 99%

The Evolving Landscape of Spanish Language Representation in U.S. Media: From Overt to Covert Discrimination

Parker,

Botek,

Pascual y Cabo

2024

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Despite the continuously expanding presence of Spanish-speaking communities in the United States, media representation of the Spanish language and that of its speakers has remained relatively scarce. At present, however, a growing interest in reaching and cashing in on this influential consumer group is forcing significant changes in the mass media communication landscape. Not only are an increasing number of movies and TV shows working with more diverse casts (ethnically, culturally, linguistically, etc.), but there also seems to be a heightened presence of Latinx characters in leading or supporting roles. This tendency, however, does not necessarily mean that mainstream media is becoming more inclusive and less anglocentric. In fact, a careful look at the storylines of individuals who are perceived to be Spanish speakers will reveal that they mostly portray stereotypical roles and behaviors. When their stories are told, they are all too often infused with unwarranted messages that portray Latinxs as lazy, unskilled, unintelligible in speech, hypersexual, or simply too ‘foreign’ to fit in. Whether overtly or covertly expressed, the negative impact of these persistent transgressions has the potential to shape real-world ideologies, attitudes, and prejudices. This paper adopts a critical raciolinguistic perspective, which underscores the co-naturalization of language and race, to highlight the role of media in reinforcing discrimination against the Spanish language and its speakers. In our analysis of six recently popularized TV shows (i.e., East Los High, Family Guy, Gentefied, Jane the Virgin, One Day at a Time, and That ‘70s Show), we examine the perpetuation of racialized stereotypes toward Latinx characters’ linguistic practices with regard to (i) the environment in which they exist, (ii) their mannerisms, (iii) speech patterns, and (iv) interactions with other characters. We demonstrate how these shows’ blending of seemingly harmless linguistic ideologies with stereotypical and sensationalized representations grounded in colonial hierarchies reproduces hegemonic interests, perpetuates social inequalities, and places racialized Spanish speakers at a disadvantage.

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Section: Language As a Boundary: Othering Spanish Speakersmentioning

confidence: 99%

The Evolving Landscape of Spanish Language Representation in U.S. Media: From Overt to Covert Discrimination

Parker,

Botek,

Pascual y Cabo

2024

Languages

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“…specifically, the effects of systemic racism and deficit-based narratives about urban communities (Feagin, 2006;Holtz et al, 2023;Sirrakos & Emdin, 2017;Weiner, 2006).…”

Section: The Current State Of Urban Schoolsmentioning

confidence: 99%

“…This can contribute to feelings of alienation and disconnection between students and the educational system. Although the research proves that systemic racism is the cause of persistent inequities in urban schools, a deficit paradigm frequently ascribes blame to the behavior and character of those within urban environments (Holtz et al, 2023;Weiner, 2006).…”

Section: The Current State Of Urban Schoolsmentioning

confidence: 99%

Still, I RISE: a framework for transforming experiences of Black women leaders in K- 12 urban education

Tomlinson

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This action research study aimed to investigate and improve the experiences of Black women principals in an urban Northeastern school district. Informed by Black feminism and intersectionality theory, the study identifies challenges, including hyper-invisibility, subtle exclusion, stereotype deconstruction, and self-care sacrifices. The RISE framework (Radical Healing, Intersectional Leadership, Sisterhood Networks, and Empowerment) is introduced as a conceptual foundation that is implemented through a Healing Circle series. The elements of the RISE framework prove effective, providing insights into supporting Black women leaders through fellowship, knowledge co-creation, and wellness tools. The study calls for systemic changes to ensure the flourishing leadership of Black women in urban K-12 education, contributing to a holistic and empowering paradigm that acknowledges and uplifts their unique experiences.

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Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction

Cited by 2 publications

References 47 publications

The Evolving Landscape of Spanish Language Representation in U.S. Media: From Overt to Covert Discrimination

The Evolving Landscape of Spanish Language Representation in U.S. Media: From Overt to Covert Discrimination

Still, I RISE: a framework for transforming experiences of Black women leaders in K- 12 urban education

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