This research study focuses on how the racialized experiences of second-generation Puerto Rican student activists in Chicago during the social movement era increased their political identity to demand structural changes in secondary and college contexts. Drawing from over a dozen interviews and 100 source materials, this research uncovers the…

The article uses the methodology of autoethnography to explore my own racial/ethnic identity evolution from a young child to adulthood. Various significant events in my life are chronicled to show my progression within my identity paradigm and the development of my own identity terminology. I hypothesize that for many college students of color,…

In this article, the author discusses binary oppositions and the imperative of achieving a middle way with his sophomore "Critical Reading, Thinking, Writing" students in connection with chapters 3 and 5--"Entering Into the Serpent" and "How to Tame a Wild Tongue"--in Gloria Anzaldúa's "Borderlands/La Frontera:…

The purpose of this study was to provide a deeper understanding of the lived experiences and identity formation of Indigenous Mexican students in U.S. higher education. Latinx critical race theory and critical Latinx Indigeneity served as conceptual frameworks for this study, and a decolonial lens was employed to distinguish the unique educational…

This study assesses the relationships across racial and ethnic self-identifications, gender, and college attainment within the Latino group. With the use of data from the basic Current Population Survey (2010-2012), the results indicate that college attainment varies within the Latino sample by racial and ethnic self-identifications even after…

This article focuses on how critical race theory informed the author's epistemological perspective and methodological approach as she analyzed Mexican American educational narratives and formulated her identity as a scholar. Using a storytelling technique employed in CRT, the author weaves together her position as the translator of participants'…

This is a qualitative interpretive study that explores the past and present experiences of heritage learners (HLs) of Mexican descent who were studying or had recently studied advanced Spanish in institutions of higher education. All of the participants had been exposed to Spanish in the home and began their studies in elementary or middle school…

Relationships between collective identity and ego identity were examined among 229 African American and Mexican American university students. Participants completed scales measuring racial or cultural identity and ego identity. Regression analyses indicated that ego identity was significantly related to racial identity for African Americans and…

To understand how to best motivate the Mexican American student, one must look not only to the factors considered relevant to achievement in mainstream Anglo American society, but also to specific problems faced by this minority group. Language barriers, cultural differences, economic background, and family attitudes combine to affect the…

This paper addresses the continuing failure of racial and ethnic minorities, specifically Mexican Americans and American Indians, to gain full representation in doctoral graduating classes and college faculties. The demographics of minorities in doctoral programs is reviewed with particular emphasis on the Southwestern United States and the two…

Community involvement, administrator and teacher education, student self esteem, and cultural awareness are four priorities for Mexican American education at all levels--from early childhood programs through higher education opportunities. The community involvement necessary for effective education requires sincere two-way communication; the…

The two papers presented here reflect on experiences involved in founding and participating in La Compania de Teatro Bilingue, a bilingual theater group at a Texas university that recognizes the commonality of the Mexican-American and Anglo heritages in South Texas. The first paper discusses the need for such a group, explains its goal of…

A study using multivariate analysis investigated how self-judged academic effort among Chicano college students is directly affected by academic self-efficacy. Also examined were the indirect effects of students' perceptions of the soundness of the evaluation system on self-judged academic effort, and the effects of school context on effort. A…

Compared self-concepts of 49 Mexican-American students (MAS) and 80 non-Mexican-American students (non-MAS). Findings indicated that given equal ability levels, late adolescent MAS and non-MAS do not report differential self-concepts in academic success terms, nor in the self-related dimensions of esteem, ideal, congruence, or accuracy. (RC)