{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/101270"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/101270","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Understanding Latina/o identity and community in a white and well-resourced Chicagoland suburban high school","abstract":"As the largest ethnic/minority group in the U.S., Latina/os are changing the landscape of suburban schools. The changes this population is bringing to suburbia are reflected in its schools. Since 1990, Latina/o student enrollment in suburban schools has more than doubled (Frankenberg & Orfield, 2012, p. 16). Yet, the dominant paradigm in studying Latina/o youth in schools has been through an urban lens. This research reconsiders this approach by distinguishing between urban and suburban. Student participants attend a suburban high school in Chicagoland that is predominately white and well resourced. There is no denying that schools with more means such as some suburban communities can provide more resources for their students but just because there are ample resources does not mean that all students experience them equitably (Lewis & Diamond, 2015; Lewis-McCoy, 2014; Shiller, 2016). Latina/o students experience their schooling differently. Latina/o youth traverse different academic and social terrains that challenge their identity performances. Through a critical ethnographic approach, this study examines how 19 Latina/o youth respond to both whiteness and their Latina/o peers to better navigate their academic and social worlds. Situated within this context, this research is guided by the following two questions: first, how do Latina/o youth at Shields High School (pseudonym) negotiate and perform their identities (e.g., race, class, gender, language, citizenship); and second, what are the ways in which Latina/o youth build and maintain community in their school? My research finds that Latina/o youth are dexterous in the types of identities they perform, but whiteness plays a critical role in creating the context for enacting different modes of silence. Further, youth are acutely aware that they need to “play the game of school” to receive the opportunities and resources their school possesses. Any departure from that renders them as ungrateful and subject to critique and policing. However, youth possess resilience and innovative agency to create a community for themselves. Examples include reclaiming spaces in their school and resisting whiteness by displaying their culture in ways that are meaningful to them through their language and fashion. I argue that Latina/o youth enact identities and carve out spaces of their own in ways that subvert white supremacy and deficit-based ascriptions and practices rooted in meritocracy, gratitude, and respectability.","abstract_html":"As the largest ethnic/minority group in the U.S., Latina/os are changing the landscape of suburban schools. The changes this population is bringing to suburbia are reflected in its schools. Since 1990, Latina/o student enrollment in suburban schools has more than doubled (Frankenberg & Orfield, 2012, p. 16). Yet, the dominant paradigm in studying Latina/o youth in schools has been through an urban lens. This research reconsiders this approach by distinguishing between urban and suburban. Student participants attend a suburban high school in Chicagoland that is predominately white and well resourced. There is no denying that schools with more means such as some suburban communities can provide more resources for their students but just because there are ample resources does not mean that all students experience them equitably (Lewis & Diamond, 2015; Lewis-McCoy, 2014; Shiller, 2016). Latina/o students experience their schooling differently. Latina/o youth traverse different academic and social terrains that challenge their identity performances. Through a critical ethnographic approach, this study examines how 19 Latina/o youth respond to both whiteness and their Latina/o peers to better navigate their academic and social worlds. Situated within this context, this research is guided by the following two questions: first, how do Latina/o youth at Shields High School (pseudonym) negotiate and perform their identities (e.g., race, class, gender, language, citizenship); and second, what are the ways in which Latina/o youth build and maintain community in their school? My research finds that Latina/o youth are dexterous in the types of identities they perform, but whiteness plays a critical role in creating the context for enacting different modes of silence. Further, youth are acutely aware that they need to “play the game of school” to receive the opportunities and resources their school possesses. Any departure from that renders them as ungrateful and subject to critique and policing. However, youth possess resilience and innovative agency to create a community for themselves. Examples include reclaiming spaces in their school and resisting whiteness by displaying their culture in ways that are meaningful to them through their language and fashion. I argue that Latina/o youth enact identities and carve out spaces of their own in ways that subvert white supremacy and deficit-based ascriptions and practices rooted in meritocracy, gratitude, and respectability.","abstract_has_math":false,"creators":["Rodriguez, Gabriel"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Pak, Yoon","Haas Dyson, Anne","Brown, Ruth Nicole","Kwon, Soo Ah"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-04T20:46:53Z","date_published":"2018-09-04T20:46:53Z","updated_at":"2026-07-22T22:24:38Z","subjects":["Latina/o youth identity, Latina/o education, suburban education"],"languages":["en"],"rights":["Copyright 2018 Gabriel Rodriguez"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/101270","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pak, Yoon","Haas Dyson, Anne","Brown, Ruth Nicole","Kwon, Soo Ah"]},{"key":"dc:creator","label":"Author","values":["Rodriguez, Gabriel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-04T20:46:53Z","2020-09-05T09:15:23Z","2018-04-04","2018-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Latina/o youth identity, Latina/o education, suburban education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Gabriel Rodriguez"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/101270"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["As the largest ethnic/minority group in the U.S., Latina/os are changing the landscape of suburban schools. The changes this population is bringing to suburbia are reflected in its schools. Since 1990, Latina/o student enrollment in suburban schools has more than doubled (Frankenberg & Orfield, 2012, p. 16). Yet, the dominant paradigm in studying Latina/o youth in schools has been through an urban lens. This research reconsiders this approach by distinguishing between urban and suburban. Student participants attend a suburban high school in Chicagoland that is predominately white and well resourced. There is no denying that schools with more means such as some suburban communities can provide more resources for their students but just because there are ample resources does not mean that all students experience them equitably (Lewis & Diamond, 2015; Lewis-McCoy, 2014; Shiller, 2016). Latina/o students experience their schooling differently. Latina/o youth traverse different academic and social terrains that challenge their identity performances. Through a critical ethnographic approach, this study examines how 19 Latina/o youth respond to both whiteness and their Latina/o peers to better navigate their academic and social worlds. Situated within this context, this research is guided by the following two questions: first, how do Latina/o youth at Shields High School (pseudonym) negotiate and perform their identities (e.g., race, class, gender, language, citizenship); and second, what are the ways in which Latina/o youth build and maintain community in their school? My research finds that Latina/o youth are dexterous in the types of identities they perform, but whiteness plays a critical role in creating the context for enacting different modes of silence. Further, youth are acutely aware that they need to “play the game of school” to receive the opportunities and resources their school possesses. Any departure from that renders them as ungrateful and subject to critique and policing. However, youth possess resilience and innovative agency to create a community for themselves. Examples include reclaiming spaces in their school and resisting whiteness by displaying their culture in ways that are meaningful to them through their language and fashion. I argue that Latina/o youth enact identities and carve out spaces of their own in ways that subvert white supremacy and deficit-based ascriptions and practices rooted in meritocracy, gratitude, and respectability.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2020-05-01","The student, Gabriel Rodriguez, accepted the attached license on 2018-03-29 at 14:11.","The student, Gabriel Rodriguez, submitted this Dissertation for approval on 2018-03-29 at 14:20.","This Dissertation was approved for publication on 2018-04-04 at 13:41.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12098 on 2018-08-31 at 17:25:39","Made available in DSpace on 2018-09-04T20:46:53Z (GMT). No. of bitstreams: 3 RODRIGUEZ-DISSERTATION-2018.pdf: 14113373 bytes, checksum: 87d55469f61c32ef742973dfcfa3825e (MD5) LICENSE.txt: 4214 bytes, checksum: bda860edb369d20e5454c48c9525d5e9 (MD5) PROQUEST_LICENSE.txt: 4560 bytes, checksum: daaa19e6db8dbbf6ad6dab4b892cb5fd (MD5) Previous issue date: 2018-04-04","Embargo set by: Seth Robbins for item 107355 Lift date: 2020-09-04T20:47:38Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 107355 Lift date: 2020-09-04T20:50:11Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction Lifted for Item 107355 on 2020-09-05T09:15:23Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Understanding Latina/o identity and community in a white and well-resourced Chicagoland suburban high school"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Haas Dyson, Anne","Brown, Ruth Nicole","Kwon, Soo Ah"],"dc:creator":["Rodriguez, Gabriel"],"dc:date":["2018-09-04T20:46:53Z","2020-09-05T09:15:23Z","2018-04-04","2018-05"],"dc:description":["As the largest ethnic/minority group in the U.S., Latina/os are changing the landscape of suburban schools. The changes this population is bringing to suburbia are reflected in its schools. Since 1990, Latina/o student enrollment in suburban schools has more than doubled (Frankenberg & Orfield, 2012, p. 16). Yet, the dominant paradigm in studying Latina/o youth in schools has been through an urban lens. This research reconsiders this approach by distinguishing between urban and suburban. Student participants attend a suburban high school in Chicagoland that is predominately white and well resourced. There is no denying that schools with more means such as some suburban communities can provide more resources for their students but just because there are ample resources does not mean that all students experience them equitably (Lewis & Diamond, 2015; Lewis-McCoy, 2014; Shiller, 2016). Latina/o students experience their schooling differently. Latina/o youth traverse different academic and social terrains that challenge their identity performances. Through a critical ethnographic approach, this study examines how 19 Latina/o youth respond to both whiteness and their Latina/o peers to better navigate their academic and social worlds. Situated within this context, this research is guided by the following two questions: first, how do Latina/o youth at Shields High School (pseudonym) negotiate and perform their identities (e.g., race, class, gender, language, citizenship); and second, what are the ways in which Latina/o youth build and maintain community in their school? My research finds that Latina/o youth are dexterous in the types of identities they perform, but whiteness plays a critical role in creating the context for enacting different modes of silence. Further, youth are acutely aware that they need to “play the game of school” to receive the opportunities and resources their school possesses. Any departure from that renders them as ungrateful and subject to critique and policing. However, youth possess resilience and innovative agency to create a community for themselves. Examples include reclaiming spaces in their school and resisting whiteness by displaying their culture in ways that are meaningful to them through their language and fashion. I argue that Latina/o youth enact identities and carve out spaces of their own in ways that subvert white supremacy and deficit-based ascriptions and practices rooted in meritocracy, gratitude, and respectability.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2020-05-01","The student, Gabriel Rodriguez, accepted the attached license on 2018-03-29 at 14:11.","The student, Gabriel Rodriguez, submitted this Dissertation for approval on 2018-03-29 at 14:20.","This Dissertation was approved for publication on 2018-04-04 at 13:41.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12098 on 2018-08-31 at 17:25:39","Made available in DSpace on 2018-09-04T20:46:53Z (GMT). No. of bitstreams: 3 RODRIGUEZ-DISSERTATION-2018.pdf: 14113373 bytes, checksum: 87d55469f61c32ef742973dfcfa3825e (MD5) LICENSE.txt: 4214 bytes, checksum: bda860edb369d20e5454c48c9525d5e9 (MD5) PROQUEST_LICENSE.txt: 4560 bytes, checksum: daaa19e6db8dbbf6ad6dab4b892cb5fd (MD5) Previous issue date: 2018-04-04","Embargo set by: Seth Robbins for item 107355 Lift date: 2020-09-04T20:47:38Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 107355 Lift date: 2020-09-04T20:50:11Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction Lifted for Item 107355 on 2020-09-05T09:15:23Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/101270"],"dc:language":["en"],"dc:rights":["Copyright 2018 Gabriel Rodriguez"],"dc:subject":["Latina/o youth identity, Latina/o education, suburban education"],"dc:title":["Understanding Latina/o identity and community in a white and well-resourced Chicagoland suburban high school"],"dc:type":["text"],"thesis:degree_discipline":["Educational Policy Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:38Z"}