Focusing on issues relating to gender, gender relations, and discrimination, this book provides nuanced insight into the experiences of young Latina women and their teachers in a North American middle school.
Latina Students’ Experiences in Public Schools details how students navigate questions of gender, gender discrimination, and gender relations in the context of post-feminism, and in view of widespread claims that advocacy for girls and women has been outmoded by anti-discriminatory legislation. Drawing on an ethnographic study that focuses on gender segregation and dominance, relational identities, and the role of teachers in reinforcing gender dynamics, the text deftly demonstrates the effect of postfeminist policy and ideology on gender equity and achievement in public schools. In particular, the text illustrates that young Latina women continue to face both physical and verbal harassment on a daily basis, which is often overlooked by school faculty and administrators. A powerful and timely text, the volume advocates for action to counter school-based gender discrimination.
This book will be of great interest to graduate and postgraduate students, researchers, academics, policy makers, libraries in the field of gender and sexuality in education, gender studies, secondary education and urban education.
Chapter 1 Introduction
Chapter 2 Theoretical Framework
Chapter 3 "You know it’s really hard right?" Friendships, relational aggression and sexualization of Latina girls in middle school
Chapter 4 "You know how the boys are in charge?" Boys’ dominance and gender segregation at FDMS
Chapter 5 "What message are you sending?" Response, resistance or agency
Chapter 6 "I hope nobody feels harassed" Teacher perception of gender relations and gender essentialism at FDMS
Chapter 7 Conclusion
Routledge Critical Studies in Gender and Sexuality in Education showcases scholarly work over a wide range of educational topics, contexts and locations within gender and sexuality in education. The series welcomes theoretically informed scholarship including critical, feminist, queer, trans, postcolonial, and intersectional perspectives, and encourages creative and innovative methodological approaches. Proposals dealing with critical policy analysis, as it relates to gender and sexuality studies in education, are also invited. The series is committed to publishing scholarly monographs, both sole and co-authored, and edited collections.