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dc.contributor.advisorNeider, Xyanthe
dc.creatorReyes, Keith
dc.date.accessioned2015-11-02T19:09:07Z
dc.date.available2015-11-02T19:09:07Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/2376/5476
dc.descriptionThesis (Ph.D.), Educational Leadership, Sports Studies, and Educational/Counseling Psychology, Washington State Universityen_US
dc.description.abstractThis autoethnography utilizes Critical Race Theory to examine one Mexican-American's experiences as a socioeconomically disadvantaged student in the American k-12 system and later as a middle-class, minority instructor in a post-secondary minority serving institution. Drawing on personal memory, external data collection, and archival records this study is an examination of the author's experiences as a minority student in the k-12 American school system and the implications of race and class on those educational experiences. Utilizing systematic self-observation, self-reflective data like interval and occurrence audio recording, and reflexive journaling, the second part of the study encompasses an examination of the challenges this minority educator experienced and witnessed his students experience while employed at a Hispanic Serving Institution in the Pacific Northwestern region of the U.S. The study concludes with a theoretical and practical discussion of the findings and implications of the study for policy makers, educational leaders, and educators whose work impacts k-12 and post-secondary institutions and minority student populations. Contrary to prevailing ideologies around equal opportunity, I find that K-12 and post-secondary schooling systems, even those aimed at serving historically underserved minority populations, serve to reproduce the educational and social inequality of socioeconomically disadvantaged minority students. Inversely, post-secondary educational success can be attained through providing socioeconomically disadvantaged minority students a racially integrated, middle-class k-12 education but at great personal cost.en_US
dc.description.sponsorshipDepartment of Educational Leadership, Washington State Universityen_US
dc.language.isoEnglish
dc.rightsIn copyright
dc.rightsPublicly accessible
dc.rightsopenAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://www.ndltd.org/standards/metadata
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectCommunity college educationen_US
dc.subjectEducational leadershipen_US
dc.subjectAutoethnographyen_US
dc.subjectCritical Race Theoryen_US
dc.subjectEducational Inequityen_US
dc.subjectHispanic Serving Institutionsen_US
dc.subjectMexican Americansen_US
dc.subjectSocioeconomically disadvantaged studentsen_US
dc.titleLost in Translation: An Anatomy of American Minority Schooling
dc.typeElectronic Thesis or Dissertation


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