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The first examination of the sociolinguistic, identity, and educational experiences of Indigenous Mexican youths.
This book uncovers the social and educational experiences of an increasing yet understudied population of young immigrants in the US, focusing on multilingual students who speak one of three Indigenous languages: Zapotec, Mixtec and P’urhépecha. It explores students’ ethnoracial identities, Indigenous language use and transnational practices and the influence of these factors on school adjustment, academic achievement and educational pathways.
This three-year mixed-methods study in semi-urban, urban and rural contexts assesses student interviews, teacher interviews and survey data to provide an account of how Indigenous students develop their social identities and examines the influence of their non-Indigenous Mexican peers and teachers. It highlights new developments in Latinx cultural and linguistic heterogeneity and intragroup race/ethnic relations, informing policymakers and educators about Indigenous immigrant students and how to effectively support their multilingualism, ethnic identity development and educational success.
It will be of interest to researchers working in related fields such as education, Latin American studies and immigration studies.
‘They don’t understand us.’ This should be a subtitle to this important contribution. This volume is a must read for all present and future educators in California and any educator that is involved with indigenous students throughout the Americas. The qualitative/personal experience divulged by students is enlightening, sometimes educationally embarrassing for our profession, but, at the same time highly informative for any of us who care about educational equity.
William Perez is Professor in the School of Education at Loyola Marymount University, USA. His research is centered in multilingualism and Indigenous studies and he is particularly interested in the experience of undocumented students, Latinx undocumented youth civic engagement and Latinx higher education access.
Rafael Vásquez is Chief Behavioral Scientist at the Los Angeles County Department of Public Health and Vice President of the Board of Directors for the Mixteco Indígena Community Organizing Project. He conducts research on academic persistence, community engagement and development, diversity and social justice and youth identity development.
Acknowledgments
Chapter 1. Indigenous Mexican Students in US Schools: Invisible No More
Chapter 2. Ethnic Distinctions
Chapter 3. Intersecting Cultures, Multilingualism and Transcultural Identities: A Theoretical Framework for Understanding Indigenous Mexican Adolescents in US Schools
Chapter 4. Mixtecs
Chapter 5. Zapotecs
Chapter 6. P’urhépechas
Chapter 7. Conclusion
Appendices
About the Authors
Glossary
References
Index