Chicanas and Chicanos in School: Racial Profiling, Identity Battles, and Empowerment

INDEX

INDEX 283 Acculturation Rating Scale for Mexican Americans, 10–11 Bratt, Peter, 267–268 Chicana/o education history, 15–16 Americanization, 15 deficit models, 15 Chicana/o epistemology, 13, 25, 265, 275 Chicana/o identity border identities, 55–56 class identity, 46 community identity, 44– 45 empowerment, 107–111 ethnic-cultural identity, 51 ethnic identity: acculturation, 8; development, 9; enculturation, 8; family and social ecology, 8; socialization model, 8 as fighters, 156, 225, 249 gender identity, 45– 46 labels and definitions, 2– 4; Chicana, 4; Chicana/o, 3– 4, 8; Chicano, 4, 8; gender influences on, 4 qualitative research on, 12 racial/ethnic identity, 47 racial identity, 11–12 racial-political identity, 51, 107 religious/spiritual identity, 44 research on, 7–13 sexuality-based identity, 45 suppressed identities, 30, 154, 247, 261–262 unconscious identities, 30, 147, 154, 246 –247, 261–262, 272 Chicana/o school performance, influences on all-girls school, 73, 75 Chicana/o studies, 179–180 contextualized educational mentoring, 63–64 curriculum, 69 desegregation, 76 employment, 81 English as a Second Language (ESL), 66 –67 ethnic support centers, 194–195 family, 92, 160–163, 171–174, 185–187, 198; financial situation, 174–175, 187; observational influences, 78, 171–174 financial need, 82–83 friends, 166 –168 goals, 195 identity, 62, 221–222 intersecting influences, 64–65 12-T3261-IX 3/22/05 1:22 PM Page 283 c h i c a n a s a n d c h i c a n o s i n s c h o o l MEChA, 168–169, 180–181, 203, 212–213, 220–224, 274 mentorship, 90, 99, 199–200; contextualized mentoring, 100, 197; lack of, 166, 181–182 police, 71 power, 65, 98–100 racial conflict, 61–62, 193–194 racialization, 77, 196, 205–208, 211–213 racial-political climate, 60–61, 198–199 role models, lack of, 191, 204 school bias, 169–170 student racial tension, 192 teacher bias, 68, 70, 92, 165–166, 177–179, 188–191, 203 teacher conflict, 214–217 teacher disinterest, 81, 177, 202 teachers, of Mexican descent, 208 teacher support, 78, 89–90, 164– 165, 175–177, 188, 217 tracking, 158 Chicana/o social justice research, 25, 272 Chicana/o student empowerment, strategies for: alternative educational environments , 257–258 MEChA, 256 –257 parents and family, 252–254 peers, 256 –257 teachers and school staff, 254– 255 Chicana/o student empowerment framework, 258–259 Chicana/o student empowerment intervention proposal: role of holistic identity work, 261–262 role of identity, 260–261; and link to school, 262–263 role of love, 266 –267 role of power, 260 role of responding to students’ needs, 263–264 role of voice, 259–260 Chicana/o student silencing, 117– 118, 255 Chicano/a studies, influences of Chicana/o identity on, 211 class, 147–148 cultural, 51 English as a Second Language (ESL), 105 family, 52, 74, 120–126, 134– 136, 138–139, 149–151 family values, 153 gangs, 45, 231–232, 272 gender, 129, 136 –137, 146 –147, 273 generational status, 3– 4 immigration, 139–140, 228 interracial interaction, 52 language, 229 MEChA, 133–134, 209, 232–233 media, 87–88 mentorship: contextualized, 249, 269; lack of, 130–132 mixed-race ancestry, 145–149, 274 police, 53–54, 85–86 political, 51 power, 52–57, 156, 226 power conflicts, 245 racial conflict, 53, 105–106, 125– 126, 151–152 racial isolation, 143–144 racialization, 150 segregation, 133 sexism, 129, 136 –137, 146 –147 sociopolitical context, 247–249 soul wound, 268–269 teacher bias, 58–59, 127–128, 133, 140 teacher conflict, 210 teacher support, 88 Zapatistas, 109, 273 284 12-T3261-IX 3/22/05 1:22 PM Page 284 Chicana/o studies, radical, 5–6 dropout rates, 1, 13–14 ethnicity (definition), 4–5 Foundry School, 268–269 Guevara, Che, 266 –267 MAESTR@S, 264–266 Multigroup Ethnic Identity Measure (MEIM), 9, 11 National Chicano Survey, 7–8 Proposition 187, 5, 42, 101, 125, 241–244 Proposition 209, 241–244 Proposition 227, 241–244 race (definition), 4–5 racial formation theory, 102 historical context, 102 racial hegemony, 244–245 racialization, 5, 48–51, 102–103, 134 racialized minority, 5 racial profiling, 36, 116, 239–244, 246, 248–249 state legislation, 241–243 teachers, 240 rasquachismo, 104–111 research limitations, 34–36 research validity, 6 objectivity, 24 subtractive...