Too Latinx or Not Latinx Enough? Racial Subtexts and Subjectivities in a Predominantly White University

Mendoza, Claudia Holguín; Taylor, Analisa; Montaño, Luz Romero; Lucero, Audrey; Dorantes, Angel

doi:10.1080/15348431.2021.1920945

Cited by 8 publications

(4 citation statements)

References 23 publications

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“…Their narratives resonate with a study conducted by Loveland (2018), wherein the authors stress the vital role of cultivating a strong sense of "cultural and communal identity" within colleges to better enhance Latinx students ' personal development (p. 46). These experiences align seamlessly with the existing body of literature, which illuminates the academic and personal challenges faced by students of color due to the prevalence of underrepresentation and the lack of comprehensive DEI practices within academic institutions (Mendoza et al, 2021;Singer, 2005;.…”

Section: Outsidersupporting

confidence: 56%

“…After the second interview finished, the primary author quickly noticed common themes emerging. These themes were not surprising given the literature on the educational (Ponjuán & Hernández, 2020), social (Holguín Mendoza et al, 2021), and physical (Von Robertson et al, 2014) challenges student from marginalized populations experience at PWIs (Grafnetterova & Banda, 2021). Moreover, the LatCrit theory highlights the systemic oppression towards individuals of Latin descent that is seen embedded in legal doctrines that govern society, specifically the educational domain (Valdes, 2005).…”

Section: Discussionmentioning

confidence: 99%

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“We are the minority”: Latinx student-athletes experiences within their Predominantly White Institutions

Alanis,

Cunningham,

Brison

2024

JIS

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Despite the burgeoning Latinx student population in the United States, a conspicuous gap exists in the academic literature, particularly within the National Collegiate Athletic Association (NCAA) context. Consequently, the central objective of this study was to redress this void by analyzing the racial experiences encountered by NCAA Division I Latinx student-athletes enrolled in Predominantly White Institutions (PWIs). To fulfill this objective, the researchers applied a qualitative phenomenological approach, seeking an in-depth comprehension of the significance of diversity practices within the distinct educational milieus inhabited by the study’s participants. Employing Latin Critical Race Theory (LatCrit) as the theoretical framework, the authors gathered data through six semi-structured interviews and supplemented this information with pertinent diversity and inclusion-related information derived from each participating university and the respective athletic programs. The study’s findings underscored the persistent issue of racial discrimination confronted by NCAA Division I Latinx student-athletes within the university setting. Remarkably, despite the extensive diversity, equity, and inclusion (DEI) trainings and councils within these institutions, Latinx student-athletes continued to grapple with racial disparities. Indeed, recurring themes from the data highlighted their significant reliance on familial support and campus resources as strategies for navigating and mitigating these challenges. In light of a substantial body of scholarly work that recognizes the critical importance of DEI in sport, this study serves as a poignant reminder of the pressing need for further academic and practical endeavors aimed at effectively addressing racial disparities.

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Section: Outsidersupporting

confidence: 56%

Section: Discussionmentioning

confidence: 99%

“We are the minority”: Latinx student-athletes experiences within their Predominantly White Institutions

Alanis,

Cunningham,

Brison

2024

JIS

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“…Although speculation, they might be Latine students at the PWI who feel more pressure to conform to the norms and expectations of a PWI (Ancis et al, 2000). Latine students might experience more feelings of exclusion from the "dominant group" (as supported by our finding that they experience significantly higher levels of belonging uncertainty), encounter more stereotype threat in their learning environment as more threatening, leading to a greater need to prove their competence and an increase in the likelihood of fixed mindset beliefs affecting their performance (Holguín Mendoza et al, 2023). Latine students at HSIs reported lower belonging uncertainty compared to those at the PWI.…”

Section: Latine Students' Motivational and Emotional Experiences Thei...mentioning

confidence: 60%

Latine Students’ Motivational and Emotional Experiences Related to Their Introductory Statistics Course: Differences by Institution Type Necessitate Tailored Interventions

Sutter,

Givvin,

Solomon

et al. 2024

Journal of Hispanic Higher Education

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The study compared concerns, anxiety, mindsets, and belonging in introductory statistics among Latine students across three higher education institutions. Students at the Predominantly White Institution voiced more concerns about R-coding and lack of prior knowledge. Students at the Hispanic-Serving Institutions voiced more concerns about math anxiety and social comparison and had more fixed mindsets, yet higher levels of belonging—pointing toward the value of exploring Latine students’ experiences across different contexts and providing tailored interventions.

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“…White Latinx individuals, for instance, do not have the same experiences as Latinx bilingual speakers racialized as non-white. Racialization of Latinx heritage speakers, as well as other heritage speaker groups, should be considered within an intersectional and relational frameworks in order to counter social structures beyond fixed notions of identity formation or social categories (Holguín Mendoza et al, 2021). In order for heritage speakers' varieties to be valorized and legitimized, we must question why and how the frameworks and methodologies that we currently apply when studying this community are a product of white colonialism that continue to pressure scholars and educators into legitimizing only the normative varieties.…”

Section: Raciolinguistic and Standard Language Ideologiesmentioning

confidence: 99%

Challenging deficit frameworks in research on heritage language bilingualism

Higby

Gámez

Mendoza

2023

Applied Psycholinguistics

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Recent years have seen an increased interest in the study of heritage language bilinguals. However, much of the research on heritage bilingualism is fraught with deficit framing. In this article, we demonstrate how many of the assumptions that underlie this growing field of research and the way that heritage speakers are positioned as research subjects reveal ideologies that center and value monolingualism and whiteness. We problematize a number of ways in which these ideologies commonly show up in the frameworks and methodologies used in psycholinguistics to study this population. We advocate for frameworks such as usage-based linguistics and multicompetence that center the multidimensional experiences of bilinguals and embrace nuance and complexity. We call on the research community to examine their research designs and theories to dismantle the systems that maintain heritage bilingualism at the margins of bilingualism research.

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Too Latinx or Not Latinx Enough? Racial Subtexts and Subjectivities in a Predominantly White University

Cited by 8 publications

References 23 publications

“We are the minority”: Latinx student-athletes experiences within their Predominantly White Institutions

“We are the minority”: Latinx student-athletes experiences within their Predominantly White Institutions

Latine Students’ Motivational and Emotional Experiences Related to Their Introductory Statistics Course: Differences by Institution Type Necessitate Tailored Interventions

Challenging deficit frameworks in research on heritage language bilingualism

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