The Cactus that Must Not Be Mistaken for a Pillow: White Racial Formation Among Latinos

Rochmes, Daniel A.; Griffin, G. A. Elmer

doi:10.1080/10999940600680598

Cited by 7 publications

(9 citation statements)

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“…The data reveal that Latina teachers, the college‐educated daughters and granddaughters of Latina/o immigrants, perceive immigrant and undocumented Latinos/as, specifically Mexicans and Central Americans, to be below African Americans and Asians in U.S. racial hierarchies in terms of relative valorization and political power ) racial triangulation framework, I challenge the notion that Latinos ally with whites, identify collectively with Blacks, or join the racial middle (Bonilla ; O'Brien ; Rochmes and Elmer Griffin ). Rather, I demonstrate that Latinas/os’ position in U.S. racial hierarchies develops in relation with other racial/ethnic groups (Almaguer ; Cheng ; Ochoa ; Pulido ), especially in “majority‐minority” school spaces.…”

Section: Introductionmentioning

confidence: 89%

Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools

Flores

2015

City & Community

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Controlling images, which are hegemonic racial ideologies that permeate social institutions, have been applied to racial/ethnic minority groups and individuals, but much less to space. In this article, I show how controlling images of school district space affect Latina teachers’ perceptions of immigrant Latinas/os racial positioning in U.S. racial hierarchies. Drawing on ethnographic data collected from two Southern California multiracial school districts, I find that Latina teachers working in Compton—a city comprising primarily Latino immigrants—are initially encouraged to leave for districts that are not associated with the “Black underclass.” Latina teachers in Rosemead, an ethnoburb comprising primarily Latinos and Asians, on the other hand, enroll their children there, and are able to access resources the more class heterogeneous Asian population provides. Ultimately, Latina teachers perceive undocumented Latina/o immigrants to be below African Americans and Asian Americans in local racial hierarchies due to political ostracism and relative valorization, respectively.

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Section: Introductionmentioning

confidence: 89%

Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools

Flores

2015

City & Community

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“…Those who claim mixed-raced identities aren't interested in abolishing whiteness; rather, they suffer from internalized self-hate (Sundstrom 2001;cf. Feagin and Cobas 2008;Rochmes and Griffin 2006). The demand for public recognition of mixed-race categories will reverse the advances made by the Civil Rights Movement, undermine claims to reparations, and subvert the political power that large constituencies make possible.…”

Section: The Problematic Nature Of Whiteness Studies: Propounding Pubmentioning

confidence: 96%

“…Professional sociology promotes the theories and methods that keep whiteness invisible (Rochmes and Griffin 2006). It grounds race, not in exploitive relations, "but in the realm of visibility as apparently locatable in the body" (McDonald 2005:248;also Guess 2006;Hartigan 1997;McCarthy 2003).…”

Section: The Problematic Nature Of Whiteness Studies: Propounding Pubmentioning

confidence: 99%

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Public Sociology or Partisan Sociology? The Curious Case of Whiteness Studies

Niemonen

2010

Am Soc

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This paper identifies the common themes in 245-plus refereed articles on whiteness studies that were published in academic journals after 1992 in an attempt to assess the implications of whiteness studies for the discipline of sociology. Of special interest is the relationship between whiteness studies and Michael Burawoy's call for public sociology. I argue that the emerging field of whiteness studies identifies itself as a public sociology that is infused by the moral vision of critical sociology. Nevertheless, the field does not accept professional sociology as Burawoy defined it. The ontological, epistemological, and soteriological foundations of whiteness studies encourage the field to pander to one segment of the public-the marginalized-and condemn another segment of the public-"privileged whites," thus rendering impossible a democratic dialogue on one of the most basic social issues of our time. Conflating Western epistemology with whiteness encourages a misreading of American social scientific work on race relations, thus opening the door to a so-called hermeneutics of suspicion. The result is not an innocuous "pop" sociology, but a partisan sociology, whose implications should caution sociologists against an uncritical embracing of public sociology.

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“…As a result of education reform and the growing composition of Latin@s in education, the past two decades have witnessed an increase in different critical and methodological approaches such as LatCrit (Sólorzano & Delgado Bernal, 2001;Villalpando, 2004 and ethnic and racial identity development theories used to examine and understand Latin@ students experiences. Much literature in education has helped educators gain valuable insight into this cosmic space and phenomenon, and exposed the possibilities for newer understandings about Latin@ness through race and ethnicity Rochmes, Griffin, & Elmer, 2006;Villalpando, 2004.…”

Section: Latin@s and Educationmentioning

confidence: 99%

Latin@ identity politics in higher education: unveiling representations of whiteness in Latin@ culture

Benitez¹

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I would like to acknowledge the various faculty members who served on my dissertation committee over the last several years of my dissertation writing, leading up to the completion of this project. This includes first and foremost, Dr. Nana Osei-Kofi. Without her guidance, support, patience, and willingness to stick with me for the long haul, my dissertation project would not be where it is. The quality and strength of my writing and research is a result of Dr. Osei-Kofi's mentorship and investment in me and my scholarship. Alongside Dr. Osei-Kofi, I am grateful to Drs. Natasha Croom, Brian Behnken, Laura Rendón, and Thoma Hill for their unwavering gentle push and reminders over the last seven years, and their investment in me. I am particularly thankful to Dr. Rendón and Dr. Hill for their mentorship and friendship. Dr. Rendón and Dr. Hill are a large part of my decision to pursue my doctorate and begin my doctoral journey in 2008. I am particularly grateful to Dr. Croom for understanding my circumstance and position as a full time higher education administrator in a very challenging role and as a committed father and husband. My respective position as Dean of Diversity and Inclusion, Chief Diversity Officer, and Title IX Officer presented me with many challenges and at times made it impossible for me to meet set deadlines, and my role as a father and husband for me is second to none. Dr. Croom understood these and her continued patience and willingness to support me is greatly appreciated. I am also particularly grateful to Dr. Behnken for his contributions to my work as a historian and whose scholarship has greatly influenced my work, and to Dr. Riyad Shahjahan for providing me the theoretical foundation necessary to take on this project and whose scholarship also influences my work. I would like to thank and acknowledge Dr. Warren

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The Cactus that Must Not Be Mistaken for a Pillow: White Racial Formation Among Latinos

Cited by 7 publications

References 0 publications

Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools

Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools

Public Sociology or Partisan Sociology? The Curious Case of Whiteness Studies

Latin@ identity politics in higher education: unveiling representations of whiteness in Latin@ culture

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