Harvard Educational Review
  1. Winter 2009 Issue »

    Challenging Racist Nativist Framing

    Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate

    Lindsay Pérez Huber
    Using the critical race testimonios of ten Chicana undergraduate students at a toptier research university, Lindsay Pérez Huber interrogates and challenges the racist nativist framing of undocumented Latina/o immigrants as problematic, burdensome, and “illegal.” Specifically, a community cultural wealth framework (Yosso, 2005) is utilized and expanded to highlight the rich forms of capital existing within the families and communities of these young women that have allowed them to survive, resist, and navigate higher education while simultaneously challenging racist nativist discourses. Reflecting on her data and analysis, Pérez Huber ends with a call for a human rights framework that demands the right of all students—and particularly Latinas/os—to live full and free lives.

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    Lindsay Pérez Huber is a doctoral candidate in the Graduate School of Education and Information Studies at the University of California, Los Angeles. Her dissertation project examines how discourses of racist nativism emerge in the educational trajectories of undocumented and U.S.-born Chicana college students in California. Her research specializations are in the areas of race, ethnicity, immigration, and critical race theory in education. Her work can be found in journals such as the International Journal of Qualitative Studies in Education, Contemporary Justice Review, and various law reviews, including Nevada Law Review and UCLA Chicana/o-Latina/o Law Review. She is currently a research associate for UC/ACCORD (All Campus Consortium on Research for Diversity) at UCLA and a Ford Foundation Dissertation Fellow.

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    Winter 2009 Issue


    Sylvia Hurtado
    Editors’ Introduction
    Ángeles, Sacrificios, y Dios
    A Puerto Rican Woman’s Journey Through Higher Education
    Marisa Rivera
    Latina/o Undergraduate Students Mentoring Latina/o Elementary Students
    A Borderlands Analysis of Shifting Identities and First-Year Experiences
    Dolores Delgado Bernal, Enrique Alemán Jr., and Andrea Garavito
    Existentialism at Home, Determinism Abroad
    A Small-Town Mexican American Kid Goes Global
    Joe Robert González
    From the Bricks to the Hall
    Mellie Torres
    The Re-Education of a Pocha-Rican
    How Latina/o Studies Latinized Me
    Arelis Hernandez
    Sin Papeles y Rompiendo Barreras
    Latino Students and the Challenges of Persisting in College
    Frances Contreras
    Dimensions of the Transfer Choice Gap
    Experiences of Latina and Latino Students Who Navigated Transfer Pathways
    Estela Mara Bensimon and Alicia C. Dowd
    Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
    Tara Yosso, William Smith, Miguel Ceja, and Daniel Solórzano
    Mexican American and Educated
    Marlen Vasquez
    Increasing Latino/a Representation in Math and Science
    An Insider’s Look
    Jarrad Aguirre
    Challenging Racist Nativist Framing
    Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate
    Lindsay Pérez Huber
    Results Not Typical
    One Latino Family’s Experiences in Higher Education
    Margarita Jimenez-Silva, Norma V. Jimenez Hernandez, Ruth Luevanos, Dulcemonica Jimenez, and Abel Jimenez Jr.
    Barriers to Success
    A Narrative of One Latina Student’s Struggles
    Jannell Robles
    The Xicana Sacred Space
    A Communal Circle of Compromiso for Educational Researchers
    Lourdes Diaz Soto, Claudia G. Cervantes-Soon, Elizabeth Villarreal, and Emmet E. Campos

    Book Notes

    Standing on the Outside Looking In
    edited by Mary F. Howard-Hamilton, Carla L. Morelon-Quainoo, Susan D. Johnson, Rachelle Winkle-Wagner, and Lilia Santiague.

    Undocumented Immigrants and Higher Education
    Alejandra Rincón.

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