The Cultural Dissonance of Student Voice for Latiné Students

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Uncovering Student Voices (Table 13)

Abstract

Research demonstrates the power of well-scaffolded transformative student voice (SV) programs for minoritized students; however, little work has examined how Latiné students respond to SV opportunities without such scaffolding. Interview data with over 100 teachers and students at four schools reveal that although SV may be a challenging proposition for all students, it is particularly discordant for Latiné students, whose cultural values of respecting their elders, complying with adult authority, and not drawing attention to themselves may conflict with expectations that they will express their needs and preferences as learners. Furthermore, experiences of discrimination and a cultural disconnect with white teachers can render Latiné students all the more reluctant to share their perspectives. Implications for culturally-sustaining SV practices are discussed.

Authors

• Jerusha O. Conner, Villanova University

• Miranda Febus, Villanova University

• Julianna Chen, Villanova University

• Dana L. Mitra, Pennsylvania State University

• Samantha E. Holquist, Child Trends