Resisting Invisibility through Creative Expressions: Immigrant Students and Families’ Voices and Actions

Article Sidebar

FULL TEXT PDF
Published: Dec 10, 2018
DOI: https://doi.org/10.53956/jfde.2018.137
Keywords:
Cross-national family, Parenting stress, Social support, Quantitative research, International marriage

Main Article Content

Leticia Alvarez Gutiérrez
University of Utah
Patricia D. Quijada Cerecer
University of California, Davis

Abstract

This study examines a grassroots effort to work collaboratively with a group of immigrant students, their families, and educators at an urban high school.  Using PAR as a methodological tool, we explore how a group of high school students along with their families resist racial stigmatization and marginalization.  These young people and families were part of a university intergenerational collective, Family School Partnership (FSP) that worked along-side  teachers in an urban high school located in Salt Lake City, Utah.  This article focuses on how PAR can be a pedagogical tool to support immigrant young people and their families as they resist oppressions in schools while offering teachers, pre-service teachers and graduate students unique preparation experiences for working with and learning from immigrant students.

Article Details

Issue
Vol. 3 No. 2 (2018): THE JOURNAL OF FAMILY DIVERSITY IN EDUCATION
Section
Articles

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication, with the work one year after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Author Biographies

Leticia Alvarez Gutiérrez, University of Utah

Leticia Alvarez Gutiérrez is an Associate Professor in the Department of Education, Culture and Society. She is a critical community engaged scholar who teaches and mentors linguistically and culturally diverse students, including first generation college students with whom she shares common life experiences and who constantly enlighten her research, teaching and service. Dr. Alvarez Gutiérrez immerses young people with critical participatory action research with a focus on issues that are important to them including immigration, education inequities, power and institutional structures. She also works extensively with societally marginalized young people, teacher educators and teacher activists who strive transformative education. She is founder of Family School Partnership and is faculty advisor to Mestizo Arts and Activism (MAA)—an intergenerational social justice collective that merges art, research and activism for social change. She strongly advocates and provides young people of color community spaces to engage in asset-based community building activities and critical dialogues on social, political, and educational issues pertinent to their communities.

Patricia D. Quijada Cerecer, University of California, Davis

Patricia D. Quijada Cerecer is an Associate Professor in the School of Education at the University of California, Davis. Quijada Cerecer’s research examines the educational pathways for Native American and Latinx students, access to postsecondary institutions, Chicanas/Latinas entering the professoriate, and structural inequities impacting P-20 educational organizations. Quijada Cerecer’s work has been published in several journals and books including the American Journal of Education, The Journal of the Professoriate, Multicultural Perspectives, The Journal of Enrollment Management, Studying Diversity in Teacher Education (AERA Press), Social Justice Pedagogy across the Curriculum (Routledge Press), and The Latina/o Pathway to the Ph.D.: Abriendo Caminos (Stylus Press). Quijada Cerecer earned her Ph.D. from the University of Wisconsin-Madison.