Mapping Multilingual Opportunities For Black Multilingual Youth Via Critical Race Spatial Analysis

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 2
  In Roundtable Session: Bilingualism desde el corazón to the enactment of languaging

Abstract

Dual language programming has been rapidly increasing across the nation and this study seeks to better understand the realities of the access of Black Multilingual Youth (BMY) to dual language bilingual education (DLBE). Grounded in critical race and critical language frameworks, this study explores the question, what are the realities of access to dual language programming for Black students and families in San Diego? Twenty-five DLBE public schools across the 42 districts in San Diego County were mapped and analyzed using critical race spatial analysis. The findings suggest that the access to DLBE schools for Black students are minimal, and the spatial realities disrupt the perceived narrative that Black students and families aren't choosing dual language programs.

Authors

• Reka C. Barton, University of Maryland

• Malik Stevenson, California State University - Dominguez Hills

• Aisha Haynes Young, Prepared To Teach/New York University