The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2008 Developing ethnic identity through Chicano Sophia Santana Ramirez Follow this and additional works at: https://repository.usfca.edu/diss Part of the Education Commons Recommended Citation Ramirez, Sophia Santana, "Developing ethnic identity through Chicano" (2008). Doctoral Dissertations. 158. https://repository.usfca.edu/diss/158 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco DEVELOPING ETHNIC IDENTITY THROUGH CHICANO/LATINO STUDIES: A CASE STUDY OF HIGH SCHOOL STUDENTS IN CENTRAL VALLEY, CALIFORNIA A Dissertation Presented to The Faculty of the School of Education International and Multicultural Education Department In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Sophia Santana Ramirez San Francisco December 2008 This dissertation, written under the direction of the candidate’s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. Sophia Santana Ramirez, Candidate Date 1/07/09 Dissertation Committee Dr. Susan Katz, Chairperson Date 1/07/09 Dr. Shabnam Koirala-Azad Date 1/07/09 Dr. Emma Fuentes Date 1/07/09 Acknowledgments and Dedication This dissertation process took a village to complete. I want to express my gratitude to my dissertation committee and especially to my chair, Dr. Susan Katz. There were many times I wanted to give up, but Susan’s support and high expectations strengthened my drive to finish. She is the teacher I always wanted in my schooling experiences, and she has shaped my own teaching practices. I would also like to thank my dear friends for standing by me and supporting me on my long journey. Muchos gracias from the bottom of my heart. Especially, Alina you supported me the most when it came to overcoming my own fears on this journey. To the many students I had the pleasure of meeting, thank you for allowing me the opportunity to be part of your community. Finally this dissertation is dedicated to my family and my community. When I was at the verge of giving up, I let the faces of my nephews and niece take hold of me and instill in me the determination to move forward. This is for you, Julian, Joshua, and Jadah. May your education be the key for your future and freedom. ii TABLE OF CONTENTS Acknowledgments..…...…………………………………………………………………..ii CHAPTER I: THE RESEARCH PROBLEM Statement of the Problem................................................................................................ 1 Purpose of the Study ....................................................................................................... 9 Background and Need for the Study............................................................................. 10 Theoretical Framework................................................................................................. 13 Research Questions....................................................................................................... 21 Significance of the Study.............................................................................................. 22 Definition of Terms....................................................................................................... 22 CHAPTER II: THE REVIEW OF THE LITERATURE Review of the Literature ................................................................................................... 26 Summary........................................................................................................................... 57 CHAPTER III: METHODOLOGY Research Design............................................................................................................ 61 Research Setting............................................................................................................ 62 Participants.................................................................................................................... 65 Protection of Human Subjects ....................................................................................... 66 Data Collection ............................................................................................................. 67 Limitations of the Study................................................................................................ 72 Background of the Researcher...................................................................................... 73 CHAPTER IV: FINDINGS AND DISCUSSION Introduction................................................................................................................... 76 Profiles of Participants.................................................................................................. 76 Research Question 1 ..................................................................................................... 84 Research Question 2 ..................................................................................................... 95 Research Question 3 ................................................................................................... 103 Summary..................................................................................................................... 108 CHAPTER V: SUMMARY, DISCUSSION, AND RECOMMENDATIONS Summary of the Findings............................................................................................ 110 Discussion................................................................................................................... 112 Recommendations....................................................................................................... 123 Recommendations for Educational Practice ............................................................... 123 Researcher’s Reflections............................................................................................. 125 REFERENCES…………………………………………………………………………128 APPENDICES………………………………………………………………………….141 iii CHAPTER I THE RESEARCH PROBLEM Statement of the Problem The popular term, “browning of America,” refers to the vast representation of Latinos, and other people of color, in the United States and their influence on American culture, education, politics, and the economy (Castellanos & Jones, 2003; Jones, 2005; Rodriguez, 2002). According to the United Census Bureau (2005), Latinos1 are the fastest growing and largest ethnic minority group in the United States. In 2004, 41.3 million Latinos were living in the United States, representing 14% of the total U.S. population (United States Census Bureau, 2005). Chicanos/Latinos are projected to be the youngest and largest population over the next 15 years (National Center for Public Policy and Higher Education, 2005). Despite these numbers, Chicano/Latinos 2 continue to be under-represented in the political arena at the local, state, and federal levels of government. The lack of political representation is coupled with institutionalized racism in the educational arenas as exemplified through the anti-affirmative action propositions, anti-immigrant legislation, dismantling of bilingual education, and attacks on ethnic studies courses (Hurtado & Gurin, 2004; Midwest Consortium for Latino Research, 1998; Nieto, 1996; Sánchez, 1997). 1 Latino will be used to present the diaspora of all groups, regardless of race, from Latin American countries that share similar language, customs, background and experiences. Latino will also refer to a male and female whose origins are from another Spanish speaking country other than Mexico. 2 The researcher will use the term Chicano/Latino to be inclusive of groups that self- identify as either Chicano or Latino. 1 Latinos’ lack of success in the political, economic, educational, and social arenas is often attributed to their long history of colonized and racialized experiences in the United States (Darder, Torres, & Gutierrez, 1997; Hurtado & Gurin, 2004; Pérez & Salazar, 1997; Yosso, 2006). The detrimental outcome of underachievement in schooling, racialized policies, and anti-immigration laws that add to the national air of “the Mexican problem” is coupled with social problems (Gonzalez & Fernandez, 2003; Haney López, 2003). Consequently, Chicano/Latino communities are often faced with debilitating odds to overcome societal problems and succeed in educational and political arenas. The National Center for Education Statistics (2006) reported that in 2004, the drop out rates for Chicano/Latino students, ages 16 to 24 was 23.8%, for African American students 11.8%, and white students 6.8%. Some factors that increase the drop out rate for Chicano/Latino youth are gang involvement, pregnancy and incarceration. Chicanos/Latinos are more likely than whites to enter the criminal justice system. Findings through the Bureau of Justice Statistics on sentenced