Language, Literacy, and Sociocultural Studies ETDs

Publication Date

2-14-2014

Abstract

This ideological critique project focused on the race and gender discourse of 20 self-identified Latina community college students between the ages of 18-30. Participants were purposively sampled and recruited from a large community college within the state of New Mexico. Over a period of eight months, two or more semi-structured interviews were conducted with each research participant. These interviews highlighted the participants race and gender experiences and their perceived expectations about these norms inside and outside of school. A critical hermeneutic methodological framework was employed in the interpretation of the participants' interviews. Discourse transcriptions were coded first for general themes and next for hermeneutical themes generated by Atlas Ti software. Significant researcher interpretations included links between illness and embodiment, problematic race and gender notions of exceptionality and empowerment, and mestizaje discourses of racial ignorance. Latina mestizaje discourse was juxtaposed to actual Latina practices of racial knowing. Ultimately, the author argues that mestizaje is a racializing and gendering process, ultimately organized by white supremacy, that offers less material privileges than its gives. Recommendations for further research and study are detailed in the concluding chapter.'

Keywords

ideological critique, Latinas, community college, critical hermeneutics, mestizaje

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Trinidad-Galvan, Ruth

Second Committee Member

Lopez, Nancy

Third Committee Member

Pimentel, Charise

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