Taking Off the Color-Blind Glasses
Taking Off the Color-Blind Glasses
复制标题
摘下色盲眼镜
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Larry Larson
中科院分区：
文献类型：
--
作者：
S. Marx;Larry Larson
本文报告了一个合作研究项目的结果，该项目检查并寻求改善一所小城镇中学的少数但不断增长的拉丁裔/o学生在4年期间的上学经历。2005年和2008年，通过民族志方法和调查对该学校进行了研究。与校长分享了初步调查结果，校长随后对学校课程和环境进行了重大改革，旨在改善拉丁裔/欧裔人的学术环境。他做出的选择，他和他的工作人员实施的改变，以及由此产生的关于拉美裔学生学校氛围的结果，是本文的中心叙事。批判性种族理论和白人批判性研究的理论框架将这一变化的审查置于语境中，并能够分析为什么一些变化而不是其他变化以及随后对拉丁裔/o学生的结果。
This article reports findings of a collaborative research project examining and seeking to improve the schooling experiences of a small but growing population of Latina/o students in a small-town secondary school over a 4-year period. The school was studied through ethnographic methods and surveys in 2005 and 2008. Initial findings were shared with the principal who proceeded to make substantial changes in school curriculum and climate, targeting an improved academic climate for Latinas/os. The story of the choices he made, the changes he and his staff implemented, and the consequent results regarding school climate for Latina/o students is the central narrative of this article. The theoretical framework of critical race theory and critical studies in Whiteness contextualizes this examination of change and enables analysis of why some changes were made rather than others as well as subsequent results for Latina/o students.