Show Less
Restricted access

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.
Show Summary Details
Restricted access

Chapter 3. El Que Persevera Triunfa


| 53 →



When I started teaching high school in North Carolina in 1999, it was very difficult for some Latino/Latina teenagers to remain in school. A few of them had already quit their schools back home before even entering the U.S., and some others never completed elementary or middle school. Others did not know how to deal with issues of discrimination, the new language at school, and new cultural ways of being in U.S. society. Most of them, especially boys, decided to quit school to support their parents, help their younger siblings, and/or send money back home. There were only a few boys who decided to challenge society and expectations of failure and remain in school.

There were times when I felt frustrated and overwhelmed from witnessing so many Latino students abandon school to join their parents and friends in factories, landscaping, and/or fast food restaurants. Since some became young parents and felt the responsibility of their new roles as parents, their education was no longer a priority. Some thought that because of their immigration status in the country, it was a waste of time to be in school if they could not attend college. Others got in trouble with the law and ended up in jail or dead.

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.