"If It Hadn't Been for My Baby:" Previously Disengaged Latina Students Redefine Smartness through Motherhood

Autor/in	Reyes, Ganiva
Titel	"If It Hadn't Been for My Baby:" Previously Disengaged Latina Students Redefine Smartness through Motherhood
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 42 (2020) 4, S.331-351 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reyes, Ganiva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2020.1800356
Schlagwörter	Hispanic American Students; Females; Mothers; Child Rearing; Adolescents; Early Parenthood; Mexican Americans; Feminism; Identification (Psychology); Equal Education; Nontraditional Education; Pregnancy; Self Concept; Gender Discrimination; Educational Legislation; Federal Legislation; Sex Fairness; Intelligence; Student Attitudes; Social Support Groups; Interpersonal Relationship; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Mother; Mutter; Kindererziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Feminismus; Non-traditional education; Alternative Erziehung; Schwangerschaft; Selbstkonzept; Bildungsrecht; Schulgesetz; Bundesrecht; Sexualaufklärung; Intelligenz; Klugheit; Schülerverhalten; Social support; Soziale Unterstützung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Historically, schools have been designed with a Eurocentric vision of what counts as education, smartness, and success (Collins, 1991; Hatt, 2012, 2007; Luttrell, 1997). Deliberately and inadvertently, this schooling design has been used to regulate black and brown bodies in the US, from the miseducation of Indigenous people (Grande, 2004), to the school-to-prison pipeline (Ferguson, 2001), to English only education (Macedo, 2000). This regulation also differentially allocates educational opportunity and the rewards that stem from this opportunity. In this study, the author shows how the mothering students' transformation within a validating alternative school expands the definition of what counts as smartness, to include a broader engagement with schooling. The teen moms are able to demonstrate different ways to be smart (Hatt, 2012, 2007), and they are rewarded for it. Thus, this study analyzes the educational lives of teen mothers of Mexican-origin, through a feminist standpoint lens (Collins, 1991; Smith, 1989), to understand how the young women reinvent themselves, and in effect reinvent notions of competence and smartness through motherhood. In doing so, this article responds to issues of equity in education by pointing out what must change in mainstream schooling at a structural and cultural level (Collins & Bilge, 2016) from the point of view of some of the most marginalized students (Watson & Vogel, 2017). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01