"Latino Spaces Have Always Been the Most Violent": Afro-Latino Collegians' Perceptions of Colorism and Latino Intragroup Marginalization

Autor/in	Haywood, Jasmine M.
Titel	"Latino Spaces Have Always Been the Most Violent": Afro-Latino Collegians' Perceptions of Colorism and Latino Intragroup Marginalization
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 8, S.759-782 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haywood, Jasmine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2017.1350298
Schlagwörter	Undergraduate Students; African American Students; Hispanic American Students; Intergroup Relations; Racial Discrimination; Critical Theory; Race; Educational Attainment; Qualitative Research; Computer Mediated Communication; Transcripts (Written Records); Interviews; Focus Groups; Family Life; Social Isolation; Identification (Psychology); Personal Narratives; Massachusetts; California; New York; Maryland + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Intergruppenbeziehungen; Racial bias; Rassismus; Kritische Theorie; Rasse; Abstammung; Bildungsabschluss; Bildungsgut; Qualitative Forschung; Computerkonferenz; Interviewing; Interviewtechnik; Soziale Isolation; Erlebniserzählung; Master-Studiengang; Kalifornien
Abstract	This study centers on the racialized experiences of Afro-Latino undergraduates at historically White institutions. Of particular interest, I examine how six Afro-Latino collegains experience intragroup marginalization due to colorism. The research design is undergirded by critical race theory and a critical race methodology. Participants' narratives reflect how colorism manifests in the lives of Afro-Latino collegians. In drawing attention to a population that has been rendered invisible in higher education, findings from this study guide implications for future research and practice for higher education and student affairs leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01