Advertisement

Undocuqueer Latinx: Counterstorytelling Narratives During and Post-High School

  • Juan A. Ríos VegaEmail author
Living reference work entry
First Online:

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.

Keyword

Homophobia 
This is a preview of subscription content, log in to check access.

References

  1. 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
  2. Anzaldúa, G. (2007). Borderlands la Frontera: The new mestiza (3rd ed.). San Francisco, CA: Aunt Lute Books.Google Scholar
  3. 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
  4. Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society, and culture. London, England: Sage.Google Scholar
  5. 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.CrossRefGoogle Scholar
  6. 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.CrossRefGoogle Scholar
  7. 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.CrossRefGoogle Scholar
  8. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage Publications.Google Scholar
  9. Cruz, C. (2008). Notes on immigration, youth, and ethnographic silence. Theory Into Practice, 47, 67–73.CrossRefGoogle Scholar
  10. 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.CrossRefGoogle Scholar
  11. 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
  12. 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.CrossRefGoogle Scholar
  13. 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
  14. Fernández, M. E. (2018). Undocumented queer Latinx students: Testimonio of survival. McNair Research Journal SJSU, 14(7), 71–93.Google Scholar
  15. Glesne, C. (2006). Becoming qualitative researchers: An introduction (3rd ed.). Upper Saddle River, NJ: Pearson.Google Scholar
  16. Gonzales, R. G. (2016). Lives in limbo: Undocumented and coming of age in America. Oakland, CA: University of California Press.Google Scholar
  17. Hurtado, A., & Sinha, M. (2016). Beyond machismo: Intersectional Latino masculinities. Austin, TX: University of Texas Press.Google Scholar
  18. Ocampo, A. C. (2012). Making masculinity: Negotiations of gender presentation among Latino gay men. Latino Studies, 10(4), 448–472.CrossRefGoogle Scholar
  19. 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
  20. Pérez, W. (2012). Americans by heart: Undocumented Latino students and the promise of higher education. New York, NY: Teachers College.Google Scholar
  21. Ríos Vega, J. (2015). Counterstorytelling narratives of Latino teenage boys: From Verguenza to Echale Ganas. New York, NY: Peter Lang Publishing.CrossRefGoogle Scholar
  22. 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.2018.1558179CrossRefGoogle Scholar
  23. Solórzano, D., & Yosso, T. J. (2001). Critical race and LatCrit theory and method: Counter-storytelling. Qualitative Studies in Education, 14(4), 471–495.CrossRefGoogle Scholar
  24. 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
  25. Stake, R. (1995). The art case study research. Thousand Oaks, CA: Sage Publications.Google Scholar
  26. 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
  27. 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.CrossRefGoogle Scholar
  28. 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.CrossRefGoogle Scholar
  29. Yosso, T. J. (2006a). Critical race counterstories along the Chicana/Chicano educational pipeline. New York, NY: Routledge.Google Scholar
  30. 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

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Department of Teacher EducationBradley UniversityPeoriaUSA

Section editors and affiliations

  • Marta Sánchez
    • 1
  1. 1.Instructional Technology, Foundations, and Secondary EducationUniversity of North Carolina WilmingtonWilmingtonUSA

Personalised recommendations

Cite entry