The Silencing of Latino Student "Voice": Puerto Rican and Mexican Narratives in Eighth Grade and High School

Narratives of 27 Puerto Rican and Mexican students, written first in eighth grade then again as juniors in high school, address the important question of "Who am I?" and illustrate school-sponsored silencing, with students' critiques of their educational experience ignored by both the...

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Bibliographic Details
Published in:Anthropology & education quarterly 2001-09, Vol.32 (3), p.326-349
Main Author: Quiroz, Pamela Anne
Format: Article
Language:English
Subjects:
Autobiographies
Bilingual Students
Careers
Cultural identity
Dropout Rate
Editing
Education
Educational Environment
Educational sciences
Elementary school students
Ethnic identity
Ethnic minority, racial problems, cultural differences
Ethnicity
Faculty Mobility
Family Influence
Grade 11
Grade 4
Grade 6
Grade 8
High School Students
High schools
Hispanic American Students
Hispanic Americans
Hispanics
Language culture relationship
Mexican Americans
Narratives
Puerto Ricans
Qualitative research
Racial Discrimination
Racial identity
School counselors
School dropouts
Second Language Learning
Secondary Education
Secondary school students
Secondary schools
Sociology of culture
Sociology of education
Student writing
Teacher Behavior
Teachers
Teenagers
Written narratives
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Description
Summary:Narratives of 27 Puerto Rican and Mexican students, written first in eighth grade then again as juniors in high school, address the important question of "Who am I?" and illustrate school-sponsored silencing, with students' critiques of their educational experience ignored by both the elementary and the high school. The narratives also provide a window into the high dropout rates of Latino children, the reasons behind students academic decisions, and interventions needed to change negative schooling processes and outcomes. By giving witness to these voices, we as readers help ensure that through their writing, these Latino adolescents do not just speak but that they are heard.
ISSN:0161-7761
1548-1492
DOI:10.1525/aeq.2001.32.3.326