Latina/o/x students aspire to earn a college degree but given that they likely attend urban high schools with inadequate educational opportunities and high-discipline environments, more research is needed to examine the influence of institutional racism on aspirations. This case study was guided by the frameworks of New Juan Crow in Education and racial microaggressions. Using ethnographic data from observations, semi-structured interviews with educators, and oral history interviews with Latina/o/x students, this study examined the experiences of student participants with institutional microaggressions and the influence on college-going aspirations. Implications address the cumulative effects of microaggressions and inform asset-based research, policies, and practices.
Advancement Project. (2010). Test, punish, and push out: How “zero tolerance” and high-stakes testing funnel youth into the school-to-prison pipeline. Washington, DC: Author. Retrieved from http://b.3cdn.net/advancement/d05cb2181a4545db07_r2im6caqe.pdf
2.
AlexanderM. (2010). The new Jim Crow: Mass incarceration in the age of colorblindness. New York, NY: The New Press.
3.
AllenA.ScottL. M.LewisC. W. (2013). Racial microaggressions and African American and hispanic students in urban schools: A call for culturally affirming education. Interdisciplinary Journal of Teaching and Learning, 3(2), 117-129.
4.
AndersonG. L. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59, 249-270.
5.
AnyonJ. (2014). Radical possibilities: Public policy, urban education, and a new social movement. New York, NY: Routledge.
6.
BradyK. P.BalmerS.PhenixD. (2007). School–Police partnership effectiveness in urban schools: An analysis of New York City’s impact schools initiative. Education and Urban Society, 39, 455-478.
7.
BrowneI.OdemM. (2012). “Juan crow” in the nuevo south? Racialization of Guatemalan and Dominican immigrants in the Atlanta metro area 2. Du Bois Review: Social Science Research on Race, 9, 321-337.
CorwinZ. B.TierneyW. G. (2007). Getting there—and beyond: Building a culture of college-going in high schools. Los Angeles, CA: Center for Higher Education Policy Analysis, University of Southern California.
10.
CejaM. (2004). Chicana college aspirations and the role of parents: Developing educational resiliency. Journal of Hispanic Higher Education, 3, 338-362.
11.
CrenshawK. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241-1299.
12.
DavilaA. (2012). To stop tip-toeing around race: What Arizona’s battle against ethnic studies can teach academics. Identities, 19, 411-417.
13.
FiglioD. N. (2006). Testing, crime and punishment. Journal of Public Economics, 90, 837-851.
14.
FloresL. Y.O’BrienK. M. (2002). The career development of Mexican American adolescent women: A test of social cognitive theory. Journal of Counseling Psychology, 49, 14-27.
15.
FowlerD.GeorgeJ. (2014). Education and Civil Rights Advocates, urge to end the Department of Defense (DOD) 1033 Program’s transfer of military weapons to local school districts and police departments for use in K-12 public schools. Texas Appleseed. Retrieved from http://www.naacpldf.org/files/case_issue/LDF-Texas%20Appleseed-1033%20Letter.pdf
16.
GalavizB.PalafoxJ.MeinersE. R.QuinnT. (2011). The militarization and the privatization of public schools. Berkeley Review of Education, 2(1), 27-45.
17.
GándaraP. (2012). Over the ivy walls: The educational mobility of low-income Chicanos. New York, NY: Suny Press.
18.
GándaraP. C.ContrerasF. (2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press.
GonzalesR. (2011). Learning to be illegal: Undocumented youth and shifting legal contexts in the transition to adulthood. American Sociological Review, 76, 602-619.
21.
GonzalesR.ChavezL. (2012). “Awakening to a Nightmare”: Abjectivity and illegality in the lives of undocumented 1.5-generation Latino immigrants in the United States. Current Anthropology, 53, 255-281.
22.
GregoryA.HuangF. (2013). It takes a village: The effects of 10th grade college-going expectations of students, parents, and teachers four years later. American journal of community psychology, 52(1-2), 41-55.
23.
Hames-GarciaM. R. (2011). Identity complex: Making the case for multiplicity. Minneapolis, MN: University of Minnesota Press.
24.
JimersonS. R. (2001). A synthesis of grade retention research: Looking backward and moving forward. The California School Psychologist, 6(1), 47-59.
25.
JimersonS. R.KaufmanA. M. (2003). Reading, writing, and retention: A primer on grade retention research. The Reading Teacher, 56, 622-635.
26.
KohliR.SolórzanoD. G. (2012). Teachers, please learn our names!: Racial microagressions and the K-12 classroom. Race, Ethnicity, and Education, 15(4), 441-462.
27.
KozolJ. (2012). Savage inequalities: Children in America’s schools. New York, NY: Broadway Books.
28.
KupchikA.MonahanT. (2006). The new American school: Preparation for postindustrial discipline. British Journal of Sociology of Education, 5, 617-631. doi:10.1080/01425690600958816
29.
LincolnY.GubaE. (1985). Naturalistic inquiry. Newbury Park, CA: SAGE.
30.
Madrigal-GarciaY. I.Acevedo-GilN. (2016). The new Juan Crow in education: Revealing panoptic measures and inequitable resources that hinder Latina/o postsecondary pathways. Journal of Hispanic Higher Education, 15(2), 154-181.
31.
MartinezE.CastellanosM. (2018). Catching them early: An examination of Chicano/Latino middle school boys’ early career aspirations. The Urban Review, 50(3), 378-401.
32.
MatherM.FoxenP. (2016). Toward a more equitable future: The trends and challenges facing America’s Latino children. National Council of La Raza. Retrieved from http://publications.nclr.org/handle/123456789/1627
33.
McClafferty JarskyK.McDonoughP. M.NúñezA. M. (2009). Establishing a college culture in secondary schools through P-20 collaboration: A case study. Journal of Hispanic Higher Education, 8(4), 357-373.
34.
McGrewK. (2016). The dangers of pipeline thinking: How the school-to-prison pipeline metaphor squeezes out complexity. Educational Theory, 66, 341-367.
35.
McKillipM. E.GodfreyK. E.RawlsA. (2013). Rules of engagement: Building a college-going culture in an urban school. Urban Education, 48, 529-556.
36.
MendozaJ. J. (2015). Doing away with Juan Crow: Two standards for just immigration reform. American Philosophical Association Newsletter on Hispanic/Latino Issues in Philosophy, 15(2), 14-20.
37.
MilnerH. R.LomoteyK. (2014). Introduction. In MilnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. xv-xxiii). New York, NY: Routledge.
38.
MyersD. E.SchirmA. L. (1999). The impacts of Upward Bound final report for phase I of the national evaluation. Darby, PA: DIANE Publishing.
National Women’s Law Center (NWLD) & Mexican American Legal Defense and Educational Fund (MALDEF). (2009). Listening to Latinas: Barriers to high school graduation. Washington, DC: National Women’s Law Center & Mexican American Legal Defense and Educational Fund. Retrieved from https://www.maldef.org/assets/pdf/listeningtolatinas.pdf
41.
NogueraP. A. (2003). Schools, prisons, and social implications of punishment: Rethinking disciplinary practices. Theory Into Practice, 42, 341-350.
42.
NúñezA. M. (2014). Employing multilevel intersectionality in educational research Latino identities, contexts, and college access. Educational Researcher, 43, 85-92.
43.
OakesJ.RogersJ.SilverD.ValladaresS.TerriquezV.McDonoughP.. . . LiptonM. (2006). Removing the roadblocks: Fair college opportunities for all California students. University of California/All Campus Consortium for Research Diversity (UC/ACCORD) & UCLA Institute for Democracy, Education and Access (UCLA/IDEA). Retrieved from http://www.mikemcmahon.info/collegeroadblocks.pdf
44.
OjedaL.FloresL. Y. (2008). The influence of gender, generation level, parents’ education level, and perceived barriers on the educational aspirations of Mexican American high school students. The Career Development Quarterly, 57, 84-95.
45.
OrfieldG.LeeC. (2007). Historic reversals: Accelerating resegregation, and the need for new integration strategies. Los Angeles, CA: UCLA Civil Rights Project.
46.
PalardyG. J. (2015). High school socioeconomic composition and college choice: Multilevel mediation via organizational habitus, school practices, peer and staff attitudes. School Effectiveness and School Improvement, 26, 329-353. doi:10.1080/09243453.2014.965182
47.
PantojaA. (2013). Reframing the school-to-prison pipeline: The experiences of Latin@ youth and families. Association of Mexican-American Educators, 7(3), 17-31.
PegueroA. A.PortillosE. L.GonzálezJ. C. (2015). School securitization and Latina/o educational progress. Urban Education, 50, 812-838.
50.
Pérez HuberL. (2011). Discourses of racist nativism in California public education: English dominance as racist nativist microaggressions. Educational Studies, 47, 379-401.
51.
Pérez HuberL.MalagónM. C.RamirezB. R.Camargo GonzalezL.JimenezA.VelezV. N. (2015). Still falling through the cracks: Revisiting the Latina/o education pipeline. Los Angeles: Chicano Studies Research Center, University of California, Los Angeles. Retrieved from http://www.chicano.ucla.edu/files/RR19.pdf
52.
Pérez HuberL.SolorzanoD. G. (2015). Racial microaggressions as a tool for critical race research. Race Ethnicity and Education, 18, 297-320. doi:10.1080/13613324.2014.994173
53.
PierceC. M. (1988). Stress in the workplace. In Coner-EdwardsA. F.SpurlockJ. (Eds.), Black families in crisis: The middle class (pp. 27-34). New York, NY: Brunner/Mazel.
54.
PierceC. M. (1995). Stress analogs of racism and sexism: Terrorism, torture, and disaster. In WillieC. V.RiekerP. P.KramerB. M.BrownB. S. (Eds.), Mental health, racism, and sexism (pp. 277-293). Pittsburgh, PA: University of Pittsburgh Press.
55.
QuagliaR. J.CobbC. D. (1996). Toward a theory of student aspirations. Journal of Research in Rural Education, 12(3), 127-132.
56.
RiosV. M. (2011). Punished: Policing the lives of Black and Latino boys. New York, NY: NYU Press.
57.
RoderickM.NagaokaJ.AllensworthE. (2006). From high school to the future: A first look at Chicago Public School graduates’ college enrollment, college preparation, and graduation from four year colleges. Chicago: Consortium on Chicago School Research at the University of Chicago.
58.
RogersJ.FanelliS.FreelonR.MedinaD.BertrandM.Del RazoM. (2010). Educational opportunities in hard times: The impact of the economic crisis on public schools and working families (California Educational Opportunity Report). Los Angeles, CA: UCLA’s Institute for Democracy, Education, and Access & UC All Campus Consortium on Research for Diversity.
59.
RogersJ.OakesJ.FanelliS.MedinaD.ValladaresS.TerriquezV. (2007). California educational opportunity report 2007: The racial opportunity gap (California Educational Opportunity Report). Los Angeles, CA:UCLA’s Institute for Democracy, Education, and Access UC All Campus Consortium on Research for Diversity.
60.
SaldañaJ. (2015). The coding manual for qualitative researchers. Thousand Oakes, CA: SAGE.
61.
SánchezB.ReyesO.SinghJ. (2006). Makin’it in college: The value of significant individuals in the lives of Mexican American adolescents. Journal of Hispanic Higher Education, 5(1), 48-67.
62.
SciarraD.AmbrosinoK. (2011). Featured research: Post-secondary expectations and educational attainment. Professional School Counseling, 14(3), 231-241.
StefkovichJ. A.MillerJ. A. (1999). Law enforcement officers in public schools: Student citizens in safe havens?Brigham Young University Education and Law Journal, 1, 25-68.
65.
St–HilaireA. (2002). The social adaptation of children of Mexican immigrants: Educational aspirations beyond junior high school. Social Science Quarterly, 83, 1026-1043.
66.
StovallD. O. (2016). Born out of struggle: Critical race theory, school creation, and the politics of interruption. New York: State University of New York Press.
67.
StumpfJ. P. (2006). The crimmigration crisis: Immigrants, crime, and sovereign power. American University Law Review, 56, 367-419.
68.
SueD. W.CapodilupoC. M.TorinoG. C.BucceriJ. M.HolderA. M. B.NadalK. L.EsquilinM. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, 271-286.
69.
TaylorP.KochharR.LivingstonG.LopezM. H.MorinR.FryR. (2009). Between two worlds: How young Latinos come of age in America. Washington, DC: Pew Hispanic Center.
70.
TierneyW. G.CorwinZ. B.ColyarJ. E. (Eds.). (2005). Preparing for college: Nine elements of effective outreach. New York, NY: SUNY Press.
71.
Timmons FloresM. (2013). A DREAM deported: What undocumented immigrant youth need their schools to understand. Journal of Educational Controversy, 7(1).
72.
U.S. Department of Education. (2010). The condition of education 2010 (NCES 2010-028). Washington, DC: U.S. Government Printing Office. Retrieved from https://nces.ed.gov/pubs2010/2010028.pdf
VaishnavA. (2005). Adding value to student assessment: Does “value-added assessment” live up to its name?Harvard Education Letter, 21(3), 1-3.
75.
VeneziaA.KirstM. W.AntonioA. L. (2003). Betraying the college dream: How disconnected K-12 and postsecondary education systems undermine student aspirations. Stanford, CA: Institute for Higher Education Research Bridge Project. Retrieved from http://www.stanford.edu/group/bridgeproject/betrayingthecollegedream.pdf
76.
WaldJ.LosenD. J. (2007). Out of sight: The journey through the school-to-prison pipeline. In BooksS. (Ed.), Invisible children in the society and its schools (pp. 23-38). New York: State University of New York Press.
77.
WheelockA. (2005). MA Dept. of Education inflates MCAS pass rates for classes of 2005 and 2006, masking wide opportunity and achievement gaps. Retrieved from Mass Parents website: http://www.massparents.org/news/2005/pass_rates.htm
78.
WineripM. (2003, August13). On education: The “zero dropout” miracles. The New York Times. Available from https://www.nytimes.com/
79.
YossoT. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69-91.
80.
YossoT. J.SmithW.CejaM.SolórzanoD. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79, 659-691.
81.
YowV. R. (2005). Recording oral history: A guide for the humanities and social sciences. Lanham, MD: Rowman & Littlefield.
