"I Always Knew I Was Gifted": Latino Males and the Mestiz@ Theory of Intelligences (MTI)

Autor/in	Carrillo, Juan F.
Titel	"I Always Knew I Was Gifted": Latino Males and the Mestiz@ Theory of Intelligences (MTI)
Quelle	In: Berkeley Review of Education, 4 (2013) 1, S.69-95 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-5578
Schlagwörter	Males; Multiple Intelligences; Academically Gifted; Identification (Psychology); Urban Education; Gender Differences; Qualitative Research; Mexican Americans; Hispanic American Students; Theories; Cultural Influences; Social Bias; Racial Bias; Low Income Groups; Elementary Secondary Education; Ghettos; Coping; Resilience (Psychology); Barriers; Cultural Capital + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Intelligenz (Psy); Stadtteilbezogenes Lernen; Geschlechterkonflikt; Qualitative Forschung; Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Theory; Theorie; Cultural influence; Kultureinfluss; Racial discrimination; Rassismus; Ghetto; Bewältigung
Abstract	Drawing on the work on "scholarship boys" (Carrillo, 2010; Hoggart, 1957/2006; Rodriguez, 1982), this qualitative study explores the schooling trajectories of working-class, Mexican-origin "ghetto nerds" (Diaz, 2007) in order to introduce Mestiz@ Theory of Intelligences (MTI). For the purpose of this study, "ghetto nerd" is a concept that captures the political, cultural, social, and aesthetic dimensions of three academically successful Mexican-origin males that were born and raised in low-income settings, urban communities in the U.S. This research expands on Howard Gardner's (1985) Multiple Intelligences (MI) theory by conceptualizing a Mestiz@ Theory of Intelligences. As such, this study explores how working-class Latino males perform and embody "gifted identities" as forms of intelligence. Findings provide a critical contribution to current debates on the academic underperformance of Latino male students and notions of intelligence, and they offer the potential for cultivating and affirming gifted mestiz@ identities. (As Provided).
Anmerkungen	Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: bre_editor@berkeley.edu; Web site: http://www.berkeleyreviewofeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01