MAKING MESTIZAJE: the ROLE of RACE and GENDER NORMS in LATINA COLLEGE STUDENTS DISCOURSE Sarah Leah Santillanes
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University of New Mexico UNM Digital Repository Language, Literacy, and Sociocultural Studies ETDs Education ETDs 2-14-2014 (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE Sarah Leah Santillanes Follow this and additional works at: https://digitalrepository.unm.edu/educ_llss_etds Recommended Citation Santillanes, Sarah Leah. "(RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE." (2014). https://digitalrepository.unm.edu/educ_llss_etds/39 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Language, Literacy, and Sociocultural Studies ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Sarah Leah Santíllanes Candidate Language, Literacy and Sociocultural Studies Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Ricky Lee Allen , Chairperson Dr. Ruth Trinídad-Galván Dr. Nancy López Dr. Charise Pimentel (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENT’S DISCOURSE BY SARAH LEAH SANTÍLLANES B.A., Political Science, University of New Mexico, 1998 M.A., Elementary Education, University of New Mexico, 2001 DISSERTATION Submitted in Partial Fulfillment of the Requirement for the Degree of Doctor of Philosophy Language, Literacy, and Sociocultural Studies The University of New Mexico Albuquerque, New Mexico December 13, 2013 ii DEDICATION This dissertation is dedicated to my family, especially Eric, Elonzo, Marcus and Diego. You have filled my life with love and laughter and for that, I am truly thankful. “Love is the only sane and satisfactory answer to the problem of human existence.”—Erich Fromm iii ACKNOWLEDGMENTS Throughout this journey, I have been blessed with many loving and caring people in my life. I am thankful to my advisor, Dr. Ricky Lee Allen, for his guidance and support in the most critical of times. Looking back, I was afraid to swallow the red pill, but you guided me every step of the way. More than anything, I admire your courage, strength, and love, as you do the significant race work that you were born to do. Thank you for always pushing my critical thinking further and providing me a path of true humanization. I also thank my dissertation committee members, Dr. Ruth Trinídad-Galván, Dr. Nancy López and Dr. Charise Pimentel. You have offered your support and encouragement when I have needed these the most. I have treasured the ways in which you have opened your hearts and heads to me. Most importantly, you have shown me how to balance the rigors of academia, activism, and family life, all of which you do to a perfection. To my dear friends, Virginía Necochea, Dr. Xeturah Woodley and Dr. Virgina Padilla, thank you for all of your love and support throughout this process. I look forward to our continued conversations! I am grateful to my parents, Irene and Bennie, who fostered my beliefs in social justice at an early age and who supported me countless times throughout this process. Finally, but most significantly, I want to thank my husband Eric for making me laugh when I needed laughter the most. You have taught me to embrace life, and its changes, with an open mind. Your love, and our family, sustains me. iv Table of Contents Chapter 1: Introduction 1 Background of the Study 2 Personal Narrative 4 Patricia Hill Collins and the Matrix of Domination: In my Positionality 6 Focus Statement 12 Purpose of the Study 13 Significance of the Study 15 Research Questions 16 Key Terms 16 Chapter 2: Literature Review 21 Latina Discourse: Fictional and Non-Fictional 21 Latinas’ Talk about Race 31 Ideology as Applied to Race 34 “Mestízaje” Ideology 53 Chapter 3: Research Methodology 61 Science as Ideology and Critical Social Theory 62 Critical Hermeneutics, Discourse and Ideological Critique 64 Objective of the Study 66 Interview Study 66 Participants 68 Procedure for Gaining Informed Consent 70 Protection of Participants’ Rights 71 v Role of Researcher/Positionality 73 Data Collection Approach 74 Interpretation of Data 75 Limitations of Study 77 Chapter 4: Latina Emotional Embodiment and Illness 79 Chapter 5: Latina Race and Gender Norms: Coping, Empowerment and Promises for the Future 109 Chapter 6: (Re)Making Mestizaje: Discourses of Ignorance and Practices of Racial Knowing 145 Chapter 7: Conclusion 178 References 201 Appendix A: Participation Demographic Survey 223 Appendix B: Interview Protocol 228 Appendix C: About the Women 231 vi (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENT’S DISCOURSE by Sarah Leah Santíllanes B.A., Political Science; M.A., Elementary Education Doctor of Philosophy Abstract This ideological critique project focused on the race and gender discourse of 20 self-identified Latina community college students between the ages of 18-30. Participants were purposively sampled and recruited from a large community college within the state of New Mexico. Over a period of eight months, two or more semi-structured interviews were conducted with each research participant. These interviews highlighted the participants’ race and gender experiences and their perceived expectations about these norms inside and outside of school. A critical hermeneutic methodological framework was employed in the interpretation of the participants’ interviews. Discourse transcriptions were coded first for general themes and next for hermeneutical themes generated by Atlas Ti software. Significant researcher interpretations included links between illness and embodiment, problematic race and gender notions of exceptionality and empowerment, and mestizaje discourses of racial ignorance. Latina mestizaje discourse was juxtaposed to actual Latina practices of racial knowing. Ultimately, the author argues that mestizaje is a racializing and gendering process, ultimately organized by white supremacy, that offers less material privileges than its gives. Recommendations for further research and study are detailed in the concluding chapter. Keywords: ideological critique, Latinas, community college, critical hermeneutics, mestizaje vii CHAPTER 1: INTRODUCTION In the contemporary field of critical education, studies of race, ethnicity, and culture have become widespread. Studies pertaining to Latina/o1 students—as a race and/or ethnic group—have become more frequent and researchers have contributed much to our understanding of their lived experiences. Most notably, educational scholarship has focused on multicultural education: the intersections of race, culture, schooling, second language learners, and cultural capital. However, the use of ideology as a framework for studying race, schooling, and students of color has been limited. There is, indeed, a rationale behind the unpopularity of ideology; the word “ideology” has many fragmented meanings. For instance, the term is often inextricably linked to political ideology. The Austrian psychologist Wilhelm Reich scoffed at political ideology, stating, “The fact that political ideologies are tangible realities is not proof of their vitally necessary character. The bubonic plague was an extraordinarily powerful social reality, but no one would have regarded it is vitally necessary” (Wilhelm Reich quotes, n.d.). Leonardo (2003) noted, “It is not uncommon to be labeled ‘ideological’ when confronted by someone whose opinion differs from our own” (p. 21). Thus, the term ideology has often been used as a way to undermine another’s ideas and arguments. As an example, calling someone “ideological” insinuates that this person is irrational or out of touch with what is considered the majority thought. 1 I use the term “Latina/o” here because it is an encompassing term of identity for my racial group. There are politics in the naming of one’s racial group identity. Group identification can be related to geographical location, family history, social/political consciousness, and so forth. I use “Latina/o” to be as inclusive as possible. Research participants were asked to name their group identity in a way that fit their historical, geographical, and political personae. 1 Furthermore, ideology is often thought of as something that someone “catches,” something negative that must be done away with as soon as possible. Eagleton (1991) perceived ideology in this way: “On several of these definitions, nobody would claim that their own thinking was ideological, just as nobody would habitually refer to themselves as Fatso. Ideology, like halitosis, is in this sense what the other person has” (p .2). Possibly, Leonardo (2003) summed it up best: “Being ideological is considered to be an altogether bad thing” (p. 21). In truth, ideology shapes our notions of the world and it dictates the way we live our life. Specific to this project, ideological constructions shaped (and limited) the ways my participants in this study, Latina community college students, saw themselves and others. This is why I utilize empirical studies on Latina identity but complicate these via a critical hermeneutic approach. Within this study, theoretical notions of Mestiza/o racial positioning become increasingly crucial. Therefore, I argue that race and gender mestizaje2 is best understood via interpretations, and a critique, of discourse. When I refer to mestizaje, I am talking about an adherence to a race and gender worldview that promotes specific