Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress

Autor/inn/en	Solorzano, Daniel; Villalpando, Octavio; Oseguera, Leticia
Titel	Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress
Quelle	In: Journal of Hispanic Higher Education, 4 (2005) 3, S.272-294 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192705276550
Schlagwörter	Undergraduate Students; Educational Attainment; Hispanic American Students; Academic Achievement; Race; Critical Theory; Educational Policy + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Rasse; Abstammung; Kritische Theorie; Politics of education; Bildungspolitik
Abstract	Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy and practical approaches to enhancing the success of Latina/o college students. (Author).
Anmerkungen	Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10