Abstract
Using Freire's dialogical research method, it was found that Chicano college students could be seen as experiencing three contradictions: Isolation, achievement, and ethnic identity. These contradictions were codified by the research team into short vignettes that incorporated the main elements of each contradiction. The vignettes were used as the stimuli to initiate dialogs among the Chicano students about the contradictions. The dialogs constituted the raw data for analysis. Two generative themes were identified from the dialogical data: Education is experienced by the Chicano students within a context of struggle, and the students experience ethnicity within a context of cross pressures for assimilation and ethnic loyalty. Implications are drawn from the contradictions and generative themes for improving the academic achievement of Chicano college students.
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