1,564
Views
14
CrossRef citations to date
0
Altmetric
Original Articles

“A Hidden Part of Me”: Latino/a Students, Silencing, and the Epidermalization of Inferiority

&

REFERENCES

  • Banks, J.A., & Banks, C.A. M. (Eds.). (2009). Multicultural education: Issues and perspectives. New York, NY: John Wiley & Sons.
  • Bell, D. (1980). Shades of Brown: New perspectives on school desegregation. New York, NY: Teachers College Press.
  • Borman, G.D., & Dowling, N.M. (2008). Teacher attrition and retention: A meta analytic and narrative review of the research. Review of Educational Research, 78(3), 367–409.
  • Brockenbrough, E. (2014, April 11). “The discipline stop”: Black male teachers and the politics of urban school discipline. Education and Urban Society, 1–24.
  • Brown, T.M. (2007). Lost and turned out: Academic, social and emotional experiences of students excluded from school. Urban Education, 42(5), 432–455.
  • Bureau of Justice Statistics. (2011). Correctional populations in the United States, 2010. Washington, DC: U.S. Department of Justice.
  • Bureau of Justice Statistics. (2013a). Correctional populations in the United States, 2012. Washington, DC: U.S. Department of Justice.
  • Bureau of Justice Statistics. (2013b). Education and correctional populations. Washington, DC: U.S. Department of Justice.
  • Castagno, A.E. (2008). “I don't want to hear that!”: Legitimating whiteness through silence in schools. Anthropology and Education Quarterly 39(3), 314–333.
  • Cross, W., & Fhagen-Smith, P. (2001). Patterns of African American identity development: A life span perspective. In C. Wijeyesinghe & B. Jackson, III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 243–270). New York, NY: New York University Press.
  • Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–37.
  • Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York, NY: New York University Press.
  • Fanon, F. (1952/1967). Black skin, white masks (Charles Lam Markmann, Trans.). New York, NY: Grove.
  • French, S., Seidman, E., Allen, L., & Aber, J.L. (2006). The development of ethnic identity during adolescence. Developmental Psychology, 42(1), 1–10.
  • Gándara, P. (2008). Strengthening student identity in school programs. In M. Pollock (Ed.), Everyday antiracism (pp. 44–49). New York, NY: The New Press.
  • International Centre for Prison Studies. (2013). World prison population list (10th ed.). London, UK: Roy Walmsley.
  • Irizarry, J.G. (2011a). En la lucha: The struggles and triumphs of Latino/a preservice teachers. Teachers College Record, 113(12), 2804–2835.
  • Irizarry, J.G. (2011b). The latinization of U.S. schools: Successful teaching and learning in shifting cultural contexts. Boulder, CO: Paradigm.
  • Jacob, B.A. (2007). The challenges of staffing urban schools with effective teachers. The Future of Children, 17(1), 129–153.
  • Kozol, J. (1992). Savage inequalities: Children in America's schools. New York, NY: Harper Perennial.
  • Kozol, J. (2005). The shame of a nation: The restoration of apartheid schooling in America. New York, NY: Crown.
  • Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York, NY: Routledge.
  • Lopez, M.H., & Livingston, G. (2009). Hispanics and the criminal justice system: Low confidence, high exposure. Washington, DC: Pew Hispanic Center.
  • Matias, C.E., Viesca, K.M., Garrison-Wade, D.F., Tandon, M., & Galindo, R. (2014). “What is critical whiteness doing in OUR nice field like Critical Race Theory?” Applying CRT and CWS to understand the white imaginations of white teacher candidates. Equity & Excellence in Education, 47(3), 289–304.
  • Mauer, M., & King, R.S. (2014). Uneven justice: State rates of incarceration by race and ethnicity. Washington, DC: The Sentencing Project.
  • Meiners, E. (2007). Right to be hostile: Schools, prisons, and the making of public enemies. New York, NY: Routledge.
  • National Resource Center on Children and Families of the Incarcerated. (2009). Children and families of the incarcerated: Fact Sheet. Retrieved from http://www.fcnetwork.org/wp/wpcontent/uploads/fact-sheet.pdf
  • Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education. New York, NY: Allyn & Bacon.
  • Noguera, P. (2008). The trouble with black boys and other reflections on race, equity, and the future of public education. San Francisco, CA: Jossey-Bass.
  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.
  • Phinney, J. (1993). A three-stage model of ethnic identity development. In M. Bernal & G. Knight (Eds.), Ethnic identity: Formation and transmission among Hispanics and other minorities (pp. 61–79). Albany, NY: State University of New York Press.
  • Pollock, M. (2004). Colormute: Race talk dilemmas in an American school. Princeton, NJ: Princeton University Press.
  • Raible, J., & Irizarry, J.G. (2010). The school-to-prison pipeline, teacher education, and the surveillance of “undesirable” youth. Teaching and Teacher Education, 26(5), 1196–1203.
  • Raible, J., & Irizarry, J. G. (in Press). Borders, fences, and prison bars: The literal and symbolic functions of containment in the education of Brown youth. In Hamann, E. T., Wortham, S. and Murillo, E. G. (Eds). Revisiting education in the new Latino diaspora: One of twelve and rising. . Charlotte, NC: Information Age Publishing.
  • Rodríguez, L.F. (2011). Challenging test-prep pedagogy: Urban high school students educate pre-service teachers using liberatory pedagogy. In B.D. Shultz (Ed.), Listening to and learning from students: Possibilities for teaching, learning, and curriculum. Charlotte, NC: Information Age.
  • Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
  • Skiba, R.J., Michael, R.S., & Nardo, A.C. (2003). The color of discipline: Sources of racial and gender disproportionality in school punishment. Bloomington, IN: Indiana Educational Policy Center.
  • Sleeter, C.E., & Delgado Bernal, D. (2004). Critical pedagogy, critical race theory, and antiracist education. In J.A. Banks & C.A. M. Banks (Eds.), Handbook of research on multicultural education, (pp.240–258). San Francisco, CA: Jossey Bass.
  • Sleeter, C.E., & Grant, C. (2007). Making choices for multicultural education: Five approaches to race, class and gender. Upper Saddle River, NJ: Prentice-Hall.
  • Solórzano, D.G., & Delgado Bernal, D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 3, 308–342.
  • Strauss, A., & Corbin, J. (2008). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Vaught, S.E. (2009). The color of money: School funding and the commodification of black children. Urban Education, 44, 545–570.
  • Yosso, T.J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. New York, NY: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.