Schools as Border Zones: The Educational Experiences of Latina/o Students in Los Angeles

• In Event: Youth in Revolt: Latina/o Youth Fighting for Their Education

Abstract

The phrase “it’s not about what you know, but who you know” is a popular idiom. This expression communicates, in some cases, examples of job placement practices and social mobility. On the one hand, it values social capital from social networks over individual knowledge—contradicting the primary focus of a democratic education. On the other hand, it supports education for social efficiency and to satisfy the labor market (Labaree, 1997). Understood more as an expression than a sustainable approach, however because of its popularity, this idiom merits attention. Serving a more inclusive description, “it’s not about who you know, but what you know” and “who knows you” (Avrin, 2009) not only brings attention to the important role personal networks and connections play in education and access to different types of opportunities, it does not devalue the significance of individual knowledge and education. This paper examines and understands, at the intersections of different forms of capital and funds of knowledge, how school services and information sources (e.g., classroom instruction, textbooks, instructional materials, extra curricular spaces, school personnel, and peer groups) influence the educational experiences, opportunities, and identities of Latina/o youth. Through an inductive qualitative ethnographic case study at a public high school, this project focuses on individual students, the subjectivity of reality, and to understand and interpret. This paper will better illustrate the complexity of Latina/o youth education, through a community and cultural wealth (Yosso, 2005), funds of knowledge (Rios-Aguilar, Kiyama, Gravitt, Moll, 2011); and a border crossing, and inspection station (Lugo, 2000) theoretical framework.

Most of the accepted literature on social reproduction, social integration, and status attainment frame forms of capital in relation to normative notions of social and cultural capital, whiteness, gender, and class; and function to support the academic achievement of the dominant group—through systems of validation and devaluation (Dika & Singh, 2002). Scholars argue that minority groups are missing, or often do not learn or reject, knowledge, qualities, values, and skills from their parents and communities that makes upper class white students successful (Coleman, 1988; Fordham & Ogbu, 1986). Thus, different forms of capital and funds of knowledge are not valued equally. The preliminary findings will challenge viewpoints that do not value Latina/o youth social position and realities; do not perceive Latina/o students’ as holders and creators of knowledge (Ladson-Billings, 1995; Delgado Bernal, 2002); and do not see them as active participants in their educational process.

Considering the large number of Latina/o youth in Los Angeles public schools, it is imperative that research on Latina/o students continue to piece together the larger picture of Latina/o education that identifies schooling practices, pedagogical approaches, school policies, social interactions, and sources of knowledge that foster a safe, supportive, and additive learning environment for Latina/o students. This paper will contribute, practically and theoretically, to the growing body of transdisciplinary literature in education, present a more complete picture of the educational experiences of Latina/o students, assist policy makers, and understand how to better provide Latina/o students with equitable educational opportunities.

Author

• Eduardo Coronel, University of Illinois at Urbana-Champaign