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Counterstorytelling Narratives of Latino Teenage Boys

From «Vergüenza» to «Échale Ganas»


Juan A. Ríos Vega

Counterstorytelling Narratives of Latino Teenage Boys presents an ethnographic portrait of the experiences and counterstories of nine Latino teenage boys representing different cultural and socioeconomic backgrounds attending a high school in North Carolina. Using critical race theory (CRT), Latino critical theory (LatCrit), and Chicano/a epistemologies as a theoretical framework, the book unveils how differing layers of oppression shape the lives of these boys of color through the intersections of race, gender, and class. Contrary to majoritarian assumptions, cultural deficit models, and their teachers’ low expectations, this research reveals how participants used their cultural capital as a foundation to develop resiliency. The findings in this book suggest that teachers, school administrators, and staff could benefit from a better understanding of Latino/a students’ community cultural wealth as a fundamental element for these students’ academic success. Counterstorytelling Narratives of Latino Teenage Boys will be an excellent resource for teachers, school administrators, college students, and pre-service teachers. It will be useful in courses in Latino/a studies in the United States, multicultural studies, race and education studies, social justice in education, race and gender studies, and social foundations in education.


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Chapter 4. Juntos pero no revueltos (together but not the same)


· 4 · juntos pero no revueltos (together but not the same) Although labeling itself is not the cause of students’ failure to complete their school- ing, it creates a set of expectations and stigmas for those so labeled that can suppress the drive to achieve academically. (Wise, 2010, p. 105) In most Latin American countries issues of race and racism are institution- alized as a result of colonialism, imperialism, and capitalism. Unfortunately, the vast majority of oppressed people, especially indigenous and Black people, have learned to experience discrimination as normal, leading oppressed Latin American societies to focus on issues of classism and gender discrimination more than any other layer of oppression. Latin Americans talk about racism as a legacy of slavery and colonialism, “Racial inequality is regarded as the product of class dynamics” (Bonilla-Silva, 2010, p. 181). Even though most Latin American immigrants to this country are grouped under one umbrella by making us a single and static group, many of us claim to be different from each other in many aspects. Many of us refuse to identify ourselves in racial or Hispanic/Latino terms. However, our immigration histories and experiences with gender, race, ethnicity, class, phenotype, and location shape our new identities in this country. Some of us have developed a stronger sense of pride in our homelands for being immigrants to this country while some others prefer to attempt to assimilate the dominant culture in hopes of blending in 68 counterstorytelling narratives of latino teenage boys and accessing upward mobility....

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