"Hay poder en numeros": Understanding the Development of a Collectivist Latinx Parent Identity and Conscientização amid an Anti-Immigrant Climate

Autor/inn/en	Fernández, Érica; Rodela, Katherine C.
Titel	"Hay poder en numeros": Understanding the Development of a Collectivist Latinx Parent Identity and Conscientização amid an Anti-Immigrant Climate
Quelle	In: Teachers College Record, 122 (2020) 8, (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Hispanic Americans; Undocumented Immigrants; Parents; Ethnicity; Identification (Psychology); Social Bias; Parent Associations; Elementary Schools; Social Justice; Hispanic American Students; Parent Participation; Parent School Relationship + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Illegaler Aufenthalt; Eltern; Ethnizität; Elternvertretung; Elementary school; Grundschule; Volksschule; Soziale Gerechtigkeit; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	Background/Context: Given our current anti-immigrant context, it is pertinent that we understand how (un)documented parents who are members of a parent-organized and parent-initiated group come to develop a collectivist Latinx identity within oppressive and marginalizing structures and policies. Purpose/Objectives: This study analyzes the processes and actions of a Latinx parent group that led to the establishment of a collectivist identity and the activation of a collective conscientização/critical consciousness amid an anti-immigrant climate. Research Design: Based on a 2.5-year critical ethnography, we analyzed data that included in-depth interviews, participant observations, photographs, and documents. In doing so, we were able to center the experiences of a parent organizing group in an elementary school in the Midwest during a period of heightened immigrant surveillance and anti-immigrant legislation. Findings/Results: Our research suggests that critical consciousness was activated among this group in three stages: (1) Stage 1 describes the actions/strategies FUV took to develop a collective critical consciousness; (2) Stage 2 details the ways in which FUV members activated (i.e., enacted) their collective critical consciousness; and (3) Stage 3 discusses FUV's ongoing efforts to nurture a collective critical consciousness. Conclusions/Recommendations: This study combats oppressive, marginalizing, and prevailing academic and public parental involvement discourse, thus having direct implications for how school officials center and support (un)documented Latinx parents and families in schools. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01