"I Don't Want to Be Stereotyped": A Study with Latinx High School Students Informed by Photovoice

Autor/inn/en	Locke, Leslie Ann; Bardhoshi, Gerta; Swanston, Jeremy; Nam, Sojeong
Titel	"I Don't Want to Be Stereotyped": A Study with Latinx High School Students Informed by Photovoice
Quelle	In: Journal of Latinos and Education, 22 (2023) 5, S.2051-2069 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bardhoshi, Gerta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2022.2086130
Schlagwörter	Hispanic American Students; High School Students; At Risk Students; Student Attitudes; Student Experience; Resilience (Psychology); Ethnic Stereotypes; Photography; Culturally Relevant Education; Track System (Education); Ability Grouping; Negative Attitudes; Social Bias; Racism + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Schülerverhalten; Studienerfahrung; National stereotype; Nationales Stereotyp; Fotografie; Leistungsgruppe; Leistungsdifferenzierung; Homogene Gruppierung; Niveaugruppierung; Streaming; Negative Fixierung; Rassismus
Abstract	Eighteen students, who self-identified as Latinx, from a rural, Midwestern community participated in this study. The participants were enrolled in their high school's "Risk Academy," a program designed for students labeled "at risk." Data shared in this article stem from a larger study where we applied photovoice, a critical, participatory research methodology that utilizes participant voice and photography, to better understand the students' sense of belonging in and connectedness to their high school. We focus here specifically on qualitative results from analyses of group conversations with the participants. In these conversations we strove to facilitate a space for the students to discuss their lived educational experiences and to engage in related critical dialogue. Qualitative results are presented through three emergent themes: Separation and Negative Narratives; Lack of Support; and Resilience. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01