Becoming a (Pan)ethnic Attorney: How Asian American and Latino Law Students Manage Dual Identities

Pan, Yung-Yi Diana

doi:10.1111/socf.12149

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…These racialization processes in schooling continue as students transition to college where many develop a stronger sense of ethnic consciousness, especially on campuses where they are the minority (Feliciano 2009; Tovar and Feliciano, 2009; Umaña-Taylor 2004). Yung-Yi Diana Pan (2015) argues this process occurs among Asian and Latino law students, as they become more race-conscious and aware of their panethnic unity while in predominantly White law school.…”

Section: Literature Reviewmentioning

confidence: 99%

Disparate Lessons

Reyes

2017

Du Bois Rev.

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This paper compares the identity-formation processes of Latino students in three different college contexts (a liberal arts college, a research university, and a regional public university). Drawing on ethnographic observations, in-depth interviews, and surveys of members of Latino student organizations, I chart the distinct ways in which Latino students interact with one another and arrive at particular ethnic identities on different campuses. By applying ethnoracialization theory to mesolevel settings, I examine how students respond to external ascription as they co-construct and negotiate their ethnic-racial understandings. I identify three different patterns by which students deploy panethnic boundaries, specifically, as they adopt and define identity labels: inclusive Latino identification signifying solidarity above all, qualified Latino identification mediated through specific organizational membership, and the rejection of panethnic identities. I consider how the organizational context of each campus provides a distinct racial climate that mediates student interactions and potentially shapes the disparate identity outcomes that result. The findings suggest that, beyond providing academic experiences, colleges also provide Latino students with disparate lessons regarding who they are and where they fit in the ethnoracial hierarchy.

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Section: Literature Reviewmentioning

confidence: 99%

Disparate Lessons

Reyes

2017

Du Bois Rev.

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“…For example, Waters (1999) found that despite West Indian New Yorkers’ assertion as Trinidadian, Guyanese, or Jamaican, their skin color and phenotype resulted in their racialized ascription as black. And scholars of race and ethnicity claim that panethnicity formation occurs through a process of racialization reinforced by external forces in concert with the mobilization of a common identity by insiders (Brown and Jones 2015; Pan 2015; Pan 2017a, 2017b; Reyes 2017, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

The Norm among the Exceptional? Experiences of Latino Students in Elite Institutions

Pan

Reyes²

2020

Sociological Inquiry

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This article examines Latino students’ experiences within two elite educational contexts: an elite liberal arts college and an elite law school. Drawing on combined data of 42 in‐depth interviews, we interrogate how elite institutional spaces reify and shape panethnic identities. In the face of marginalization in predominantly white, elite spaces Latino students strategically search for new community and comfort, which in turn influence how they perceive their identities, encouraging a broadening of boundaries to include both panethnic and minority alliances. By documenting the experiences of Latino students in two stages of the educational pipeline, we show how elite institutions influence identity talk lead students to cultivate a sense of shared fate with other Latino‐origin individuals and at times, people of color in general.

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A Moral Dilemma of “Selling Out”: Race, Class, and Career Considerations among Elite College Students

Kim

2024

Social Problems

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Research on occupational choice focuses on individualistic work values and emphasizes economic returns. Drawing from 62 in-depth interviews with Asian, Black, and White first-generation, low-income (FGLI), and middle-class students at an elite university, I argue that students’ career decisions comprise a moral dimension. How students contended with this dimension varied based on the intersection of their racial and class backgrounds. Specifically, patterns broadly align with two categories: contingent objections to certain high-prestige, high-paying careers arising from individual priorities or concern for social good, and linked obligations to broader collectivities, such as ethnoracial groups or families. While students across all racial and class backgrounds raised objections based on different individual priorities, FGLI students primarily mentioned objections based on the value of social good. Across class backgrounds, Asian and Black students more often cited obligations based on ethnoracial uplift compared to their White peers. Asian and Black FGLI students prioritized family contributions more strongly than their White FGLI counterparts. Paradoxically, some students used these evaluative logics to justify “selling out” in pursuit of high-prestige, high-paying jobs, whereas others used these justifications to reject them. This study furthers understanding of the cultural processes behind social inequalities and highlights how the intersection of race and class shapes moral understandings.

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Becoming a (Pan)ethnic Attorney: How Asian American and Latino Law Students Manage Dual Identities

Cited by 4 publications

References 31 publications

Disparate Lessons

Disparate Lessons

The Norm among the Exceptional? Experiences of Latino Students in Elite Institutions

A Moral Dilemma of “Selling Out”: Race, Class, and Career Considerations among Elite College Students

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