{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113219"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113219","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"\"\"La escuela es para estudiar\"\": Representations of Chicana schooling experiences in young adult literature\"","abstract":"This study examined Chicana schooling experiences represented in young adult literature texts written by Chicana authors and explored how Chicanas grappled with their identity formation and current realities within their schooling experiences as depicted in selected texts. Guided by Chicana feminist perspectives, this study engaged in a critical content analysis of four young adult literature texts: Gabi, a Girl in Pieces (Quintero, 2014), Under the Mesquite (Garcia McCall, 2013), What Can(t) Wait (Pérez, 2011), and The Tequila Worm (Canales, 2005). Two themes emerged: (1) academicas and high achieving, and (2) escritoras y artistas: meaning-making in school. The findings have important implications for understanding and problematizing portrayals of Chicana protagonists and their schooling experiences. Recommendations are provided for teachers on disrupting narrow views of Chicanas in the classroom through the use of young adult literature.","abstract_html":"This study examined Chicana schooling experiences represented in young adult literature texts written by Chicana authors and explored how Chicanas grappled with their identity formation and current realities within their schooling experiences as depicted in selected texts. Guided by Chicana feminist perspectives, this study engaged in a critical content analysis of four young adult literature texts: Gabi, a Girl in Pieces (Quintero, 2014), Under the Mesquite (Garcia McCall, 2013), What Can(t) Wait (Pérez, 2011), and The Tequila Worm (Canales, 2005). Two themes emerged: (1) academicas and high achieving, and (2) escritoras y artistas: meaning-making in school. The findings have important implications for understanding and problematizing portrayals of Chicana protagonists and their schooling experiences. Recommendations are provided for teachers on disrupting narrow views of Chicanas in the classroom through the use of young adult literature.","abstract_has_math":false,"creators":["Hernandez Farias, Dalia"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Nuñez Cortez, Idalia","Möller, Karla J.","González Ybarra, Mónica"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:35:20Z","date_published":"2022-01-12T22:35:20Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Young Adult Literature","Chicana Feminism"],"languages":["en"],"rights":["Copyright 2021 Dalia Hernandez Farias"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113219","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Nuñez Cortez, Idalia","Möller, Karla J.","González Ybarra, Mónica"]},{"key":"dc:creator","label":"Author","values":["Hernandez Farias, Dalia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:35:20Z","2024-01-12T22:35:30Z","2021-07-21","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"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":["Young Adult Literature","Chicana Feminism"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Dalia Hernandez Farias"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113219"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examined Chicana schooling experiences represented in young adult literature texts written by Chicana authors and explored how Chicanas grappled with their identity formation and current realities within their schooling experiences as depicted in selected texts. Guided by Chicana feminist perspectives, this study engaged in a critical content analysis of four young adult literature texts: Gabi, a Girl in Pieces (Quintero, 2014), Under the Mesquite (Garcia McCall, 2013), What Can(t) Wait (Pérez, 2011), and The Tequila Worm (Canales, 2005). Two themes emerged: (1) academicas and high achieving, and (2) escritoras y artistas: meaning-making in school. The findings have important implications for understanding and problematizing portrayals of Chicana protagonists and their schooling experiences. Recommendations are provided for teachers on disrupting narrow views of Chicanas in the classroom through the use of young adult literature.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-08-01","The student, Dalia Hernandez Farias, accepted the attached license on 2021-07-20 at 16:05.","The student, Dalia Hernandez Farias, submitted this Thesis for approval on 2021-07-20 at 16:18.","This Thesis was approved for publication on 2021-07-21 at 10:11.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17032 on 2022-01-12 at 12:55:32","Made available in DSpace on 2022-01-12T22:35:20Z (GMT). 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Guided by Chicana feminist perspectives, this study engaged in a critical content analysis of four young adult literature texts: Gabi, a Girl in Pieces (Quintero, 2014), Under the Mesquite (Garcia McCall, 2013), What Can(t) Wait (Pérez, 2011), and The Tequila Worm (Canales, 2005). Two themes emerged: (1) academicas and high achieving, and (2) escritoras y artistas: meaning-making in school. The findings have important implications for understanding and problematizing portrayals of Chicana protagonists and their schooling experiences. Recommendations are provided for teachers on disrupting narrow views of Chicanas in the classroom through the use of young adult literature.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-08-01","The student, Dalia Hernandez Farias, accepted the attached license on 2021-07-20 at 16:05.","The student, Dalia Hernandez Farias, submitted this Thesis for approval on 2021-07-20 at 16:18.","This Thesis was approved for publication on 2021-07-21 at 10:11.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17032 on 2022-01-12 at 12:55:32","Made available in DSpace on 2022-01-12T22:35:20Z (GMT). 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