Beyond Academic Achievement: Latina/o Youth Learning Transformational Resistance for School Change and Social Justice

• In Event: 44.050 - Inside Schools, Outside Schools: Transforming Student Experiences

Abstract

This ethnographic study used Solorzano and Bernal (2001) transformational resistance framework to examine Latin@ high school students’ engagement in oppositional behavior that leads to transformational resistance and social justice in their schools. Researchers spent nearly 80 hours or more in the field conducting participant observation. Observational data was collected in the community and across the state during events such as college night and youth presentations on college campuses. Tentative results reveal participants engage in both forms (internal and external) of transformational resistance. For example, participants are inspired to graduate from college and give back to the community through service professions. Also, participants engage in presentations on college campuses with future teachers about unfair treatment by teachers due to their Latin@ness.

Authors

• Julio Cammarota, Iowa State University

• Carlos Casanova, Iowa State University