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Latin@ Identity Politics in Higher Education: Unveiling Representations of Whiteness in Latin@ Culture Michael Benitez Jr

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Latin@ Identity Politics in Higher Education: Unveiling Representations of Whiteness in Latin@ Culture Michael Benitez Jr Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2015 Latin@ identity politics in higher education: unveiling representations of whiteness in Latin@ culture Michael Benitez Jr. Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Chicana/o Studies Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, and the Latina/o Studies Commons Recommended Citation Benitez, Michael Jr., "Latin@ identity politics in higher education: unveiling representations of whiteness in Latin@ culture" (2015). Graduate Theses and Dissertations. 14775. https://lib.dr.iastate.edu/etd/14775 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Latin@ identity politics in higher education: Unveiling representations of whiteness in Latin@ culture by Michael Benitez Jr. A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education (Educational Leadership) Program of Study Committee: Natasha Croom, Chair Brian D. Behnken Connie P. Hargrave Laura I. Rendón Manali J. Sheth Iowa State University Ames, Iowa 2015 Copyright © Michael Benitez Jr., 2015. All rights reserved. ii DEDICATION I dedicate this dissertation to my family for their ongoing support and love throughout the seven years it has taken me to complete this project. They have truly been there for me every step of the way. In many ways, I believe my doctoral degree should also carry their names along with mine. To my incredible and loving wife Arianna, whose unwavering support and love uplifted me many moments throughout this process, and whose sacrifice and selflessness made it possible for me to finish. To my children, Michael, Yazelyn, and Yanahli for their patience and understanding during the many moments when they knew I would rather be spending the precious time with them and they with me, but who understood the significance of my completing this project. They understood that this dissertation was not only about me, but about something bigger. I am grateful and thankful to have such a loving and supportive family and we all share in the claim and fruits of the completion of this project. I cannot say thank you enough. iii TABLE OF CONTENTS ACKNOWLEDGMENTS vi CHAPTER 1: INTRODUCTION 1 Background of Problem 6 Problem Statement 9 Purpose 11 Theoretical Research 12 Theoretical Influences 14 Antiracism 14 Whiteness 15 Postcolonialism 17 Anticolonialism 18 Polyculturalism 19 Transnationalism 19 Significance of the Study 19 Limitations 20 Outline of Dissertation 21 Chapter One: Introduction 22 Chapter Two: Towards a postcolonial whiteness understanding of Latin@ identities and cultural practice: Eurocentric Latin@ness; Latin@centric whiteness 22 Chapter Three: Beneath and beyond Latin@ness: The significance of postcolonial/antiracist analysis on the use of Latin@ identity development theories in student affairs practice 23 Chapter Four: Mapping invisibilities and absences in the use of LatCrit Theory in higher education: How postcolonial thought can help uncover Latin@centric whiteness 24 Chapter Five: Implications for higher education and recommendations 25 Summary 25 Definition of Terms 26 References 28 CHAPTER 2: TOWARDS A POSTCOLONIAL WHITENESS UNDERSTANDING OF LATIN@ IDENTITIES AND CULTURAL PRACTICE: EUROCENTRIC LATIN@NESS; LATIN@CENTRIC WHITENESS 39 Abstract 39 Introduction 40 Colorism and Racialization as Cultural Practice 43 Postcolonialism, Settle Colonialism, and Whiteness: Theorizing and Historicizing Cultural Practice 45 Postcolonialism 46 Postcolonial Thought and Settle Colonialism 47 Whiteness 49 Limitations 52 Towards a Colonial Dialectic: Mapping Out Postcolonial Transnational Whiteness 52 iv Racialization, Whiteness, and the Spanish/British Postcolonial Intersect 56 Eurocentric Latin@ness; Latin@centric Whiteness: Postcolonial Whiteness as Spanish Oriented Latin@ Cultural Practice 59 Latin@centric postcolonial whiteness: Representation 60 Latin@centric postcolonial whiteness: Cultural Practice 62 The Significance of Situating Latin@ Culture and Identities in Postcolonial Whiteness: Implications for Higher Education Professionals 65 References 70 CHAPTER 3: BENEATH AND BEYOND LATINO@NESS: THE SIGNIFICANCE OF POSTCOLONIAL/ANTIRACIST ANALYSIS ON LATIN@ IDENTITY DEVELOPMENT THEORIES IN STUDENT AFFAIRS PRACTICE 83 Abstract 83 Introduction 84 Latin@ Student Presentation and Experiences in Higher Education 85 Foundations of Identity Development Models used in Higher Education 88 Racial and Ethnic Identity Development Models: An Overview 90 Latin@ Racial and Ethnic Identity Models 93 Hispanic bicultural orientation model 93 Bicultural orientation 94 Latino/Hispanic orientation 95 Anglo orientation 95 Marginal orientation 96 Latino/a ethno racial identity model 96 Latino integrated 97 Latino identified 98 Subgroup identified 98 Latino as ‘Other’ 99 Undifferentiated/denial 99 White identified 99 Limitations 101 Latin@ Identity Formation and Whiteness: Postcolonial/Antiracist Thought 101 Latin@ Bicultural and Ethnoracial Identities: Making Whiteness Visible; Discerning Whiteness 104 Discerning Eurocentrism: Towards an Understanding of Latin@centric Whiteness 108 Rupturing Latin@ness: Reorienting Whiteness and Making Visible Non-white Latin@ Ethnoracial Identities. 111 The Significance of Understanding Latin@centric Whiteness: Implications for Higher Education Professionals 115 References 119 v CHAPTER 4: MAPPING INVISIBILITIES AND ABSENCES IN THE USE OF LATCRIT THEORY IN HIGHER EDUCATION: HOW POSTCOLONIAL THOUGHT CAN HELP UNCOVER LATIN@CENTRIC WHITENESS 132 Abstract 132 Introduction 133 Latin@s and Education 134 Limitations 137 Critical Race Theory and LatCrit Theory: An Overview 138 Critical Race Theory 138 LatCrit Theory 141 Extended and connected struggles 142 Community and coalition building 143 The advancement of transformation 144 Production of knowledge 144 Mapping Disregarded Invisibilities and Absences: Situating LatCrit in Postcolonial Thought and Whiteness 146 Postcolonial Whiteness and the Idea of Hispanidad 149 Marking Whiteness in Latin@ Cultural Formations: Invisibility as Presence 151 Marking Latin@ Colorized Identities: How Postcolonial Whiteness Can Help Uncover Racialized Absences 155 Demarcating Eurocentrism: Accounting for Latin@centric Whiteness in LatCrit Theory 157 Significance of Postcolonial Thought and Latin@centric Whiteness: Implications for the Utilization of LatCrit Theory in Higher Education 159 References 167 CHAPTER 5: FUTURE CONSIDERATIONS AND RECOMMENDATIONS FOR HIGHER EDUCATORS IN HIGHER EDUCATION 180 Towards an understanding of Postcolonial Latin@centric whiteness 181 Latin@centric Whiteness and Cultural Identity Formations 183 Unmasking Whiteness in Latin@ culture: Present Invisibility and Absence 185 Emerging Themes for Further Analysis in Future Research 188 Recommendations 190 Latin@s and Presumed Latin@ Intragroup Alliance. 191 Latin@s and Intercultural Relations 192 Latin@ Identity Politics and the Oppressor/Oppressive Paradox. 193 References 195 vi ACKNOWLEDGMENTS I would like to acknowledge the various faculty members who served on my dissertation committee over the last several years of my dissertation writing, leading up to the completion of this project. This includes first and foremost, Dr. Nana Osei-Kofi. Without her guidance, support, patience, and willingness to stick with me for the long haul, my dissertation project would not be where it is. The quality and strength of my writing and research is a result of Dr. Osei-Kofi’s mentorship and investment in me and my scholarship. Alongside Dr. Osei-Kofi, I am grateful to Drs. Natasha Croom, Brian Behnken, Laura Rendón, and Thoma Hill for their unwavering gentle push and reminders over the last seven years, and their investment in me. I am particularly thankful to Dr. Rendón and Dr. Hill for their mentorship and friendship. Dr. Rendón and Dr. Hill are a large part of my decision to pursue my doctorate and begin my doctoral journey in 2008. I am particularly grateful to Dr. Croom for understanding my circumstance and position as a full time higher education administrator in a very challenging role and as a committed father and husband. My respective position as Dean of Diversity and Inclusion, Chief Diversity Officer, and Title IX Officer presented me with many challenges and at times made it impossible for me to meet set deadlines, and my role as a father and husband for me is second to none. Dr. Croom understood these and her continued patience and willingness to support me is greatly appreciated. I am also particularly grateful to Dr. Behnken for his contributions to my work as a historian and whose scholarship has greatly influenced my work, and to Dr. Riyad Shahjahan for providing me the theoretical foundation necessary to take on this project and whose scholarship also influences my work. I would like to thank and acknowledge Dr. Warren Blumenfeld, Dr. Dan Robinson, Dr. Cris Cullinan, Rudy Mondragón, Manuel Del Real, Dr. Carlos Muñoz, and Dr. Kesho Scott, for their support over the last seven years. I also want to acknowledge and express my gratitude to my colleagues
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