Schooling experiences and educational outcomes of Latinx secondary school students living at the intersections of multiple social constructs

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Abstract

Based on the critical quantitative intersectionality framework, this study examined the relationships between Latinx students’ multiple intersecting social categorizations (i.e., gender, ethnicity, home language, socioeconomic status [SES], immigration status), their diverse schooling experiences, and educational outcomes. This study found that specific ethnic backgrounds for Latinxs were significantly associated with both their schooling experiences and educational outcomes. Latinxs’ SES was a critical factor in creating the intersectional effects associated with other social constructs for schooling experiences and educational outcomes. Living in poverty created greater challenges in experiencing school suspension for Latinos compared with their Latina counterparts. Copyright © 2019 The Author(s).
Original languageEnglish
JournalUrban Education
Early online date18 Jun 2019
DOIs
Publication statusE-pub ahead of print - 18 Jun 2019

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secondary school
socioeconomic status
student
education
social status
experience
intersectionality
ethnicity
immigration
poverty
gender
language
school
effect

Bibliographical note

Jang, S. T. (2019). Schooling experiences and educational outcomes of Latinx secondary school students living at the intersections of multiple social constructs. Urban Education. Advance online publication. doi: 10.1177/0042085919857793

Keywords

  • Hispanic students
  • Urban education
  • High school
  • Programs
  • Intersectionality
  • Educational equity