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The Development and Improvement of Instructions THE LATINA/O/X UNDERGRADUATE EXPERIENCE: NAVIGATING RACISM, EXCLUSION, AND COUNTER-FRAMING A Dissertation by FRANK JESUS ORTEGA Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Joe Feagin Committee Members, Edward Murguia Sarah Gatson Srividya Ramasubramanian Head of Department, Jane Sell August 2016 Major Subject: Sociology Copyright 2016 Frank Jesus Ortega ABSTRACT This dissertation investigates the transitional and educational activities of undergraduate Latina/o/x university students attending historically or traditionally white university and college campuses. Based on student narratives, it examines the effects of racial discrimination and racial inequality on Latinx academic achievement. The first set of data utilizes in-depth semi-structured interviews to provide insight into the racialized experiences of Latinx students. The sample group consists of approximately 60 undergraduate Latinx students at a single predominantly white institution (PWI). Nine themes emerged from the collected data: (1) complexities and ambiguities with social support, (2) the integration of university knowledge, (3) racism on-campus, (4) negotiating identities with friends, (5) skills obtained as counter-frame, (6) Spanish language as counter-frame, (7) placating whites as counter-framing, (8) encountering everyday white racism, and (9) overtly challenging white supremacy. The data is further contextualized within the current student protest movement. The second set of data includes a content analyzes of 78 student of color demands from colleges and universities across North America. Those findings cover: (1) new hires and retention: faculty and staff of color, (2) racial awareness curriculum, (3) campus life: space and place, and (4) solutions and training: programs and cultural awareness. These findings combined with the qualitative experiences of Latinx are situated in a larger discussion about racism on and off campus. This area of research demands further analysis to address the various means by which Latinxs experience ii college and use counter-framing to achieve a variety of goals. As Latinx college enrollment increases, investigating Latinx student transitional experiences, leisure activities, and responses to discrimination will lead to a better understanding of the overall Latinx college experience particularly in the confines of PWIs. iii DEDICATION I would like to dedicate this dissertation to my partner/wife/lover Cindy Ramos Ortega, my mother Roberta A. Ortega, daughter Gabriela Izel Ortega, and grandmother Elizabeth Gonzales. This project would not have materialized without their unyielding love, encouragement, affection, patience, and understanding. iv ACKNOWLEDGEMENTS I would like to thank my committee chair, Dr. Joe R. Feagin, and committee members, Dr. Edward Murguia, Dr. Sarah Gatson, and Dr. Srividya Ramasubramanian, for their guidance and support throughout the course of this research. Professor Feagin in particular has provided a space for me to grow as a person, student, and academic. I truly appreciate his guidance, advice, teachings, and understanding. The Department of Sociology at Texas A&M has been instrumental in my maturation as a graduate student. I am grateful for the opportunity to learn, grow, and flourish. Special recognition goes to my friends, colleagues, and friends: Perla Aguirre, Christi Barrera, Stuart Becker, Zinobia Bennefield, Carmen Candelaria, Rigo Canela, Domenica Cartagenova, Emily Castillo, Gwenetta Curry, Long Do, Geremy Cheeks, Amanda Flores, Edmundo and Juanita Garcia, San Juanita Garcia, Tiffany González, Jennifer Guillén, Ruth Hernandez, Felipe Hinojosa, Simon Howard, Michael Jaramillo, Omar Kamran, Danny Malone Jr., Virgil Martinez, Juan Pablo Mercado, Manuel Morales, Diane and Arturo Nevárez, Cindy Nguyen, Stephanie Ortiz, Ralph Ortiz, Mary Pendleton, Martin Puga, Edrina Rashidi, Cruz Rios, Juan Salinas, Marisa Sanchez, Jane Sell, Jeannine Slater, John Syed, Josué Urrutia, Francisco Villegas, and Jacqueline Zarate. I would also like to thank Mark Dawson for being a brother, tutor, and excellent cook. You have been a great friend. Big thanks goes to Daniel Delgado, your knowledge and advice has change me for the better. Thanks for everything. And to Kenneth Sean v Chaplin for all your countless sociological insights, you have been a teacher, mentor, and a friend. All those hours, days, weeks, months, and years grinding in the lab helped me move to the next phase in my life. I owe Mark, Daniel, and Sean all the credit in the world for their support and mentorship over the past six years. I want to thank and recognize my professors or as I refer to them my heroes, mentors, and role models: Nicky González Yuen, Julia Curry Rodriguez, Ana E. Rosas, and José Navarro. I can only try and emulate their passion for helping others. Special thanks goes to my second family – the Hernández family. They have welcomed me with open arms and to that I am truly grateful. I would also like to acknowledge Jonathan Sarabia, Nick Humphrey, Raquel Ortega, Benjamin Graham, Monique Ortega (and Jackson), and the rest of the Gonzáles, Ramos, and Ortega families. There are not enough words or space to express my sincere gratitude. vi NOMENCLATURE POC People of Color SOC Students of Color PWI Predominantly White Institution SU Southern University vii TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. ii DEDICATION .......................................................................................................... iv ACKNOWLEDGEMENTS ...................................................................................... v NOMENCLATURE .................................................................................................. vii TABLE OF CONTENTS .......................................................................................... viii CHAPTER I INTRODUCTION .......................................................................... 1 Higher Education and Latinxs ............................................................................. 5 Research Questions ............................................................................................. 9 Chapter Overview ............................................................................................... 10 CHAPTER II THEORY AND LITERATURE REVIEW .................................... 13 Introduction ........................................................................................................ 13 Literature Review ................................................................................................ 13 Structural Racism and Latinxs ...................................................................... 14 White Space in Education ............................................................................. 17 Critical Race Theory, LatCrit, and Critical Race Studies in Education ........ 19 Counterspace: Challenges and Relief to White Supremacy .......................... 22 Conclusion ........................................................................................................... 24 CHAPTER III METHODOLOGY AND DATA ................................................... 26 Introduction ........................................................................................................ 26 Procedures and Data Collection .................................................................... 30 Data Analysis ................................................................................................ 34 Conclusion ........................................................................................................... 39 CHAPTER IV TRANSITION FROM HOME TO CAMPUS CULTURE ............ 41 Introduction ........................................................................................................ 41 Complexities and Ambiguities with Social Support ........................................... 41 The Integration of University Knowledge .......................................................... 45 Racism On-Campus ............................................................................................. 50 Impact of Racist Incidents ............................................................................. 53 viii Psychological Impact .................................................................................... 54 Negotiating Identities with Friends ..................................................................... 57 Conclusion ........................................................................................................... 62 CHAPTER V LATINA/O/X SURVIVING COLLEGE AND FINDING SPACE ON CAMPUS .............................................................................................. 65 Introduction ........................................................................................................ 65 Diversity Goals and the University Racial Climate ...................................... 68 Findings: Leisure Activities and Counter-framing at SU .................................... 71 Family Support as Counter-Frame ................................................................ 73 Skills Obtained as Counter-Frame ................................................................ 75 Spanish Language as Counter-Frame ...........................................................
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