Skip to main content
SpringerLink
Log in
Book cover

Handbook on Promoting Social Justice in Education pp 1–20Cite as

Undocuqueer Latinx: Counterstorytelling Narratives During and Post-High School

  • Living reference work entry
  • First Online:

  • 131 Accesses

Abstract

This chapter analyzes the qualitative case of an undocuqueer Latinx. Drawing on critical race theory (CRT), Latino/Latina critical race (LatCrit), and queer people of color (QPOC) critique, the author explains how issues of race/ethnicity, gender, sexual orientation, and immigration status shape the experiences of Juan, a high school student at the time the study was undertaken. Additionally, this chapter discusses how the participant develops his own community cultural wealth (CCW) to challenge family and school expectations. Finally, it encourages teachers, counselors, and school administrators to advocate for undocumented and LGBTQ Latinx students to advance a social justice in education agenda.

The author uses the words gay and queer of color interchangeably. He understands that both words possess historical and political meanings. Gay is more associated to White individuals while queers of color focuses mainly on the experiences of Blacks, Latinx, Indigenous Peoples, and Asians in this country. Additionally, the author uses the term Latinx as a non-conforming male-female binary.

This is a preview of subscription content, log in via an institution.

References

  • Alvarez Jr., E. F. (2014). Jotería pedagogy, SWAPA, and Sandovalian approaches to liberation. In C. A. Noriega (Ed.), Aztlan: A Journal of Chicano Studies, 39(1), 215–227.

    Google Scholar 

  • Anzaldúa, G. (2007). Borderlands la Frontera: The new mestiza (3rd ed.). San Francisco, CA: Aunt Lute Books.

    Google Scholar 

  • Bañales, X. (2014). Jotería: A decolonizing political project. In C. A. Noriega (Ed.), Aztlan: A Journal of Chicano Studies, 39(1): 155–165.

    Google Scholar 

  • Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society, and culture. London, England: Sage.

    Google Scholar 

  • Brockenbrough, E. (2015). Queer of color agency in educational contexts: Analytic frameworks from a queer of color. Educational Studies: A Journal of the American Educational Association, 51(1), 28–44.

    Article  Google Scholar 

  • Cisneros, J. (2017). Working with the complexity and refusing to simplify: Undocuqueer meaning making at the intersection of LGBTQ and immigrant rights discourses. Journal of Homosexuality, 65(11), 1415–1434.

    Article  Google Scholar 

  • Cisneros, J., & Bracho, C. (2017). Coming out of the shadows and the closet: Visibility schemas among undocuqueer immigrants. Journal of Homosexuality. https://doi.org/10.1080/00918369.2017.1423221. Advance online publication.

    Article  Google Scholar 

  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Cruz, C. (2008). Notes on immigration, youth, and ethnographic silence. Theory Into Practice, 47, 67–73.

    Article  Google Scholar 

  • Cruz, C. (2013). LGBTQ youth of color video making as radical curriculum: A brother mourning his brother and a theory in the flesh. Curriculum Inquiry, 43(4), 441–460.

    Article  Google Scholar 

  • Dixson, A. D., & Rousseau, C. K. (2006). And we are still not saved: Critical race theory in education ten years later. In A. D. Dixson & C. K. Rousseau (Eds.), Critical race theory in education: All God’s children got a song (pp. 31–54). New York, NY: Routledge.

    Google Scholar 

  • Duran, A., & Pérez, D., II. (2017). Queering la familia: A phenomenological study reconceptualizing familial capital for queer Latino men. Journal of College Student Development, 58(8), 1149–1165.

    Article  Google Scholar 

  • Espelage, D. L. (2015). Bullying and K-12 students. In G. L. Wimberly (Ed.), LGBTQ issues in education: Advancing a research agenda (pp. 89–104). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Fernández, M. E. (2018). Undocumented queer Latinx students: Testimonio of survival. McNair Research Journal SJSU, 14(7), 71–93.

    Google Scholar 

  • Glesne, C. (2006). Becoming qualitative researchers: An introduction (3rd ed.). Upper Saddle River, NJ: Pearson.

    Google Scholar 

  • Gonzales, R. G. (2016). Lives in limbo: Undocumented and coming of age in America. Oakland, CA: University of California Press.

    Google Scholar 

  • Hurtado, A., & Sinha, M. (2016). Beyond machismo: Intersectional Latino masculinities. Austin, TX: University of Texas Press.

    Google Scholar 

  • Ocampo, A. C. (2012). Making masculinity: Negotiations of gender presentation among Latino gay men. Latino Studies, 10(4), 448–472.

    Article  Google Scholar 

  • Pérez, D. E. (2014). Jotería epistemologies: Mapping a research agenda, unearthing a lost heritage, and building “queer Aztlán.” In C. A. Noriega (Ed.), Aztlan: A Journal of Chicano Studies, 39(1), 143–154.

    Google Scholar 

  • Pérez, W. (2012). Americans by heart: Undocumented Latino students and the promise of higher education. New York, NY: Teachers College.

    Google Scholar 

  • Ríos Vega, J. (2015). Counterstorytelling narratives of Latino teenage boys: From Verguenza to Echale Ganas. New York, NY: Peter Lang Publishing.

    Book  Google Scholar 

  • Sandoval, E. (2019). More than violence: Undocuqueers’ narratives of disidentification and world-making in Seattle, Washington, USA. Gender, Place, & Culture: A Journal of Feminist Geography, 1–22. https://doi.org/10.1080/0966369X.2018.1558179

    Article  Google Scholar 

  • Solórzano, D., & Yosso, T. J. (2001). Critical race and LatCrit theory and method: Counter-storytelling. Qualitative Studies in Education, 14(4), 471–495.

    Article  Google Scholar 

  • Solórzano, D., & Yosso, T. J. (2009). Critical race methodology: Counter-storytelling as an analytical framework for educational research. In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 131–147). New York, NY: Routledge.

    Google Scholar 

  • Stake, R. (1995). The art case study research. Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Tijerina Revilla, A. & Santillana, J. M. (2014). Jotería and consciousness. In C. A. Noriega (Ed.), Aztlan: A Journal of Chicano Studies, 39(1), 167–179.

    Google Scholar 

  • Wimberly, G. L. (2015). Use of large-scale data sets and LGBTQ education. In G. L. Wimberly (Ed.), LGBTQ issues in education: Advancing a research agenda (pp. 175–218). Washington, DC: American Educational Research Association.

    Chapter  Google Scholar 

  • Wimberly, G. L., Wilkinson, L., & Pearson, J. (2015). LGBTQ student achievement and educational attainment. In G. L. Wimberly (Ed.), LGBTQ issues in education: Advancing a research agenda (pp. 121–140). Washington, DC: American Educational Research Association.

    Chapter  Google Scholar 

  • Yosso, T. J. (2006a). Critical race counterstories along the Chicana/Chicano educational pipeline. New York, NY: Routledge.

    Google Scholar 

  • Yosso, T. J. (2006b). Whose culture has capital? A critical race theory discussion of community cultural wealth. In A. D. Dixson & C. K. Rousseau (Eds.), Critical race theory in education: All God’s children got a song (pp. 167–189). New York, NY: Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Teacher Education, Bradley University, Peoria, IL, USA

    Juan A. Ríos Vega

Authors
  1. Juan A. Ríos Vega
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Juan A. Ríos Vega .

Editor information

Editors and Affiliations

  1. Comparative & International Education and Leadership, Soka University of America, Aliso Viejo, CA, USA

    Rosemary Papa

Section Editor information

  1. Instructional Technology, Foundations, and Secondary Education, University of North Carolina Wilmington, Wilmington, USA

    Marta Sánchez

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Ríos Vega, J.A. (2020). Undocuqueer Latinx: Counterstorytelling Narratives During and Post-High School. In: Papa, R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-74078-2_78-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-74078-2_78-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-74078-2

  • Online ISBN: 978-3-319-74078-2

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation