Abstract
ABSTRACTLatinos disproportionately face societal and educational hardships. Thus, it is incumbent upon the education system to offer a method of support that remediates this inequitable reality, particularly from a Critical Race Theory perspective. Research has offered a connection between racial and ethnic identity and academic success in youth of color, though little research is explicitly connected to Latinos. This study offers a mixed-methods approach to explore the development of racial and ethnic identity in Latino youth through a culturally responsive school intervention, cuento (story) group work. Findings indicated an increase in racial and ethnic identity after the eight-week intervention.
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