Latinx Students in Chicagoland Suburbia: Navigating and Deconstructing White Supremacy

• In Event: 16.029 - Pre-K–16 Latinx Education in the Context of White Supremacy

Abstract

Purpose of Paper
Suburban communities across the U.S. are becoming increasingly diverse. 59% Latinxs are settling in suburbs rather than in cities (Lassiter & Niedt, 2013). Yet, while suburbs continue to witness demographic changes, limited research is available to understand how suburban schools are responding to their new students (Diem, Welton, Frankenberg, & Holme, 2016). Latinx students in suburban schools could be attending schools that are not willing or able to address their academic and social needs (Frankenberg & Orfield, 2012). Moreover, although schools with more means in suburban communities may be able to provide more resources for their students this does not mean that all students benefit from them equitably (Lewis-McCoy, 2014).

Theoretical Framework & Data Analysis
Employing Latina/o critical theory (Solorzano & Delgado Bernal, 2001) this paper draws from a two-year critical ethnography centered on the academic and social experiences of 19 Latinx youth who attend a predominately white and well-resourced high school in a suburb outside of Chicago. Using participant observations, student interviews, and school artifacts (e.g., school flyers, reports) allow for a holistic understanding of school initiatives. This paper examines how educators use their resources (e.g., funding, afterschool clubs, college-access programs) to create opportunities for Latinx students. This paper also explores the tensions and investment in white supremacy and how it complicates larger equity efforts of educators.

Findings
While several initiatives have meaningful impact such as creating a support group for undocumented students or having an afterschool social justice class, the school also is a place where some staff voice opinions such as, “If only they’d take advantage of the opportunities the school has to offer.” These words are representative of several white educators and students who were puzzled as to why Latinx students were not succeeding. Further, many staff believe that Latinx students need to, “play the game of school.” While well-intentioned the effort does little to talk about racial tensions between white and Latinx students. As will be argued, Latinx students continue to be compared consciously and subconsciously to white students. All participants spoke about their frustration of being spotlighted by their teachers, having white students ignore them or flaunt their wealth. This paper argues for the importance of centering whiteness and white supremacy in equity initiatives. As Leonardo (2009) argues merely talking about whiteness and white privilege does not go far enough, it, “[…] must be complemented by an equally rigorous examination of white supremacy […]” (p. 75). It allows us to not shy away from the conversation that all too often is erased, rendered silent and inconsequential in educational conversations.

Scholarly Significance
As suburban schools continue to enroll more Latinx students, they must re-shift their focus. This paper calls for race conscious equity initiatives to support Latinx students coupled with ones focused on white students and staff. As Datnow & Park (2015) note we should not just focus on best practices, “We must remember to focus on principles.”

Author

• Gabriel Rodriguez, University of Illinois at Urbana-Champaign