Abstract
Using a qualitative case study approach, this study explored how critical inquiry groups, small youth facilitated forums, facilitated the ethnic-racial identity development of Latina adolescents. We highlight how critical inquiry groups helped to position Latina youth as active agents and knowledge keepers of their lived and learned experiences as they make meaning of their ethnic/racial memberships. This study utilized data from an educational intervention called ¡Orgullosas y Poderosas!, a 14 session youth participatory action research program designed to nurture the identity development and strengthen the civic/political capacity of Latina adolescents. A total of nine Latina California high school youth ( Mage = 16.5) participated. Using thematic analysis, we identified (a) how critical inquiry groups served as a vehicle for Latina youth to explore their cultural practices, histories of resistance, and tensions within the broader Latinx community; and (b) how critical inquiry groups encouraged Latina youth to develop identities that express cultural pride, an awareness for the social injustices their group have faced, and a desire to enact social change for their ethnic/racial community. By focusing on Latina youth, this research aims to inspire the (re)imagination of how to design transformative learning and community spaces that operate from a frame of intersectional justice.
Published Version
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