Abstract
This article reports on racism expressed by school personnel (administrators and teachers) and experienced by Latina/o students at a high school located in Tucson, Arizona. Students in a specialized social science research program, called the Social Justice Education Project (SJEP), documented personal encounters with racist articulations at their school. After students conducted observations of their own interactions on campus, they would write (weekly) field notes as part of a research assignment to document racism in education. Most verbal exchanges influenced by racism can be categorized into direct racist statements or racial microaggressions. Both of these racist articulations are tantamount to derogatory comments or slurs that attempt to make an individual from a marginalized group feel inferior to or different (in a negative sense) from the dominant group. This article focuses on the SJEP, implemented at one particular Tucson high school, during the 2010–2011 school year. Excerpts from the students’ field notes pr esent evidence of racist articulations. The article concludes with recommendations on how to ameliorate the educational experiences of students of color with culturally relevant and responsive policies and practices that will move the discourse on marginalized groups in a positive direction.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
