Re-signifying and negotiating indigenous identity in university spaces: a qualitative study from Chile

Webb, Andrew; Sepúlveda, Denisse

doi:10.1080/03075079.2018.1512568

Cited by 4 publications

(3 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Despite legal scholars’ definition of LatCrit as a framework for international issues and diverse populations, few studies addressed non-Latinx issues. For example, in the only non-United States-based study, Webb and Sepúlveda (2020) used LatCrit to understand how Mapuche participants understood their Indigenous identity and navigated Chilean universities as students.…”

Section: Findings: Latcrit In Educationmentioning

confidence: 99%

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Chávez-Moreno

2023

Review of Educational Research

View full text Add to dashboard Cite

This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature’s strengths, challenges, and tensions. Some strengths include detailing Latinxs’ experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit’s scope by rationalizing the study’s use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education.

show abstract

Section: Findings: Latcrit In Educationmentioning

confidence: 99%

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Chávez-Moreno

2023

Review of Educational Research

View full text Add to dashboard Cite

show abstract

“…Furthermore, the challenges of indigenous women do not end in "staying in" higher education. The process of higher education entails balancing racial identity, adapting to mainstream culture, and attributing meaning to the resources their communities invest in them (Webb and Sepúlveda 2020). Ávila Reyes et al (2021) have found that indigenous students perceived themselves as underprepared for college given their high school education.…”

Section: The Social Context Of the Introduction Of The Free Education...mentioning

confidence: 99%

Advancing Women’s and Indigenous Groups’ Educational Achievement: Changes in Outcomes following the 2017 Ley de Gratuidad in Chile

Carnes,

Salas-Schweikart

2023

Social Sciences

View full text Add to dashboard Cite

Who benefits when economic costs to the pursuit of higher education are diminished? Can such reforms advance the educational trajectory of historically marginalized groups, including women and indigenous people, or are historic social inequalities replicated in the use of new opportunities? The 2016 Ley de Gratuidad in Chile presents a unique opportunity to examine who benefits and how when the state provides a policy guaranteeing free higher education at participating universities. Given the systematic biases and cultural norms faced by women and indigenous people in Chile and the broad design of the state-led policy, the educational reform constitutes an important test of the extent to which lowering costs can facilitate education across an economically and socially diverse population. Leveraging data from two waves of a household survey, this paper finds that educational attainment, measured in the number of years of schooling achieved by respondents, is significantly higher for those who receive such a benefit, consistent with the design and intent of the policy. More surprisingly, these increases in years of education occur for women and indigenous people, even though no programmatic element emphasizes these groups. The results suggest that state financing is significantly associated with promoting higher education in the population and that women, the poor, and indigenous people are significant beneficiaries of this effect despite the social and cultural barriers in the country.

show abstract

“…Los estudios actuales de identidad étnica en población mapuche se han centrado principalmente en jóvenes urbanos desde una estrategia cualitativa (Merino et al, 2020;Webb & Sepúlveda, 2020), pero son escasas las investigaciones tendientes a evaluar el proceso de desarrollo de la identidad étnica a través de instrumentos validados psicométricamente. Esta situación no es solo particular para el caso de indígenas en Chile, sino que también se traslada al contexto indígena latinoamericano, ya que el foco de medición de la identidad étnica como constructo ha estado marcado fuertemente en población migrante en países anglosajones.…”

Section: Introductionunclassified

Evaluación de la Escala de Identidad Étnica en adolescentes mapuche de Chile

Briceño-Olivera

Angulo

Cabello

et al. 2020

Rev.latinoam.cienc.soc.niñez juv

View full text Add to dashboard Cite

(analítico) Los estudios evidencian que la identidad étnica es un factor protector para sociedades con relaciones interétnicas e interculturales desiguales. Sin embargo, los instrumentos para su medición presentan escasas validaciones psicométricas en contextos indígenas chilenos y latinoamericanos. El estudio evaluó las propiedades psicométricas de la Escala de Identidad Étnica en una muestra de 501 adolescentes indígenas mapuche con una edad promedio de 15.63 años. Los análisis factoriales exploratorios y confirmatorios evidenciaron una estructura factorial coincidente con la propuesta teórica de tres factores (exploración, resolución y afirmación), la cual explicó el 76 % de la varianza. El análisis de fiabilidad indicó un alfa ordinal de .90 para la escala total y el análisis correlacional demostró validez externa. Se concluyó que la escala presenta evidencia psicométrica para su uso en población adolescente mapuche.

show abstract

Re-signifying and negotiating indigenous identity in university spaces: a qualitative study from Chile

Cited by 4 publications

References 32 publications

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Advancing Women’s and Indigenous Groups’ Educational Achievement: Changes in Outcomes following the 2017 Ley de Gratuidad in Chile

Evaluación de la Escala de Identidad Étnica en adolescentes mapuche de Chile

Contact Info

Product

Resources

About