International Journal of School Social Work Volume 1 Issue 1 Article 2 2016 Mexican origin Youth and the Gang Context: Social Identities and School Experiences Leticia Villarreal Sosa Dominican University,
[email protected] Follow this and additional works at: https://newprairiepress.org/ijssw Part of the Educational Sociology Commons, and the Student Counseling and Personnel Services Commons This work is licensed under a Creative Commons Attribution 4.0 License. Recommended Citation Villarreal Sosa, Leticia (2016) "Mexican origin Youth and the Gang Context: Social Identities and School Experiences," International Journal of School Social Work: Vol. 1: Iss. 1. https://doi.org/10.4148/ 2161-4148.1008 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in International Journal of School Social Work by an authorized administrator of New Prairie Press. For more information, please contact
[email protected]. Mexican origin Youth and the Gang Context: Social Identities and School Experiences Abstract Youth, gang involved or not, living in a community with a gang problem are impacted in various ways. This study draws from qualitative interviews over the transition to high school of thirty-two Mexican origin students in Chicago. The Extended Case Method (ECM) was employed for the analysis of the qualitative data. Using borderlands and social identity theory, results indicated that the school response to the youth gang problem directly impacted students’ educational experiences, how staff viewed them, and how they negotiated these social categorizations. Students reported unrecognized trauma due to the level of violence and marginalizing experiences in school.