The New Juan Crow in Education

Abstract

This qualitative study examined the distribution of inequitable resources, a culture of control, and implications for postsecondary pathways for Latinas/os in five California high schools. This study integrated critical race theory in education, school culture, and the concept of panopticon to examine school structures, climate, and individual agency, which together can shape the schooling experiences and educational trajectories of Latina/o students. Grounded in the data, the authors establish the concept of the New Juan Crow in Education. ResumenEste estudio cualitativo examino la distribución de recursos disimiles, una cultura de control, e implicaciones de caminos post-secundarios para estudiantes latinas/os en cinco preparatorias Californianas. Teoría critica racial en educación (CRTE), cultura escolar, y el concepto pan-optimo se integran para examinar estructuras escolares, entorno, y agencia individual; las cuales juntas pueden formar las experienciasde enseñanzay trayectorias educacionales de estudiantes latina/os. Autores establecieron el concepto del Nuevo Juan Cuervo en Educación basado en sus hallazgos.

STEM(ing) the Tide: A Critical Race Theory Analysis in STEM Education1

“…Students receive implicit and explicit messages from faculty inside the classroom that drastically impact their sense of belonging and their academic success in STEM programs (Deshler et al, 2019;Nguyen & Herron, 2020;Rodriguez & Blaney, 2020;Strayhorn, 2015;Wilson et al, 2015). Issues rolling over from K-12 education and the STEM "pipeline" 2 seem to compound the issues of belonging and academic success in STEM for marginalized populations (Bottia et al, 2015;Madrigal-Garcia & Acevedo-Gil, 2016;Strayhorn, 2015). Situated within these overarching problems lie contextual factors that are relevant to the identified problems.…”

“…Using scientific theory, decisions were justified because people naturally segregate (Bonilla-Silva, 2014; Delgado & Stefancic, 2017;L opez, 2006;L opez & Burciaga, 2014). Therefore, education of the populace was left to the states, thus tying funding opportunities for schools to property-something people of color historically have not been allowed to own (Ladson-Billings, 2009;Ladson-Billings & Tate, 1995;Madrigal-Garcia & Acevedo-Gil, 2016). As a result, education was socially constructed to benefit white people and further marginalize people of color (Donnor, 2013;Ladson-Billings, 2009Ladson-Billings & Tate, 1995;Liu, 2011;Madrigal-Garcia & Acevedo-Gil, 2016).…”

“…Therefore, education of the populace was left to the states, thus tying funding opportunities for schools to property-something people of color historically have not been allowed to own (Ladson-Billings, 2009;Ladson-Billings & Tate, 1995;Madrigal-Garcia & Acevedo-Gil, 2016). As a result, education was socially constructed to benefit white people and further marginalize people of color (Donnor, 2013;Ladson-Billings, 2009Ladson-Billings & Tate, 1995;Liu, 2011;Madrigal-Garcia & Acevedo-Gil, 2016). Moreover, the CRT construct of whiteness as property helps us understand the structural advantage given to white people through economic, political, and cultural wealth (Delgado Bernal, 2002;Donnor, 2013;Yosso, 2005).…”

“…White people's property ownership gave them the right to a specific reputation and status, affording them the privilege to allow their children to be protected from having to learn alongside minoritized 6 groups. This socialization extended to STEM education and resulted in inequitable distribution of resources and early cultivation of interest in STEM fields and majors (Madrigal-Garcia & Acevedo-Gil, 2016;Yosso, 2005). By the time educational programs were integrated, STEM culture had already excluded people of color.…”

College and Career Ready and Critically Conscious: Asset-Building With Latinx Immigrant Youth

“…Latinx high school students who anticipate problems associated with their immigration status have lower vocational outcome expectations and anticipate more external barriers to their postsecondary plans (McWhirter et al, 2013). In conjunction with other ongoing systemic barriers (e.g., the new "Juan Crow," see Madrigal-Garcia & Acevedo-Gil, 2016), the current sociopolitical context constrains access to higher education and careers for Latinx immigrant young people with and without documentation (Barajas-Gonzalez et al, 2018;Enriquez, 2017;Gándara & Ee, 2018).…”