This dissertation uses the concept of Intersectionality to explore the psychological meaning of race, gender, social class, and upward mobility in the lives of 17 working class Latino freshmen and sophomores attending a well-funded charter high school in New York City. Throughout I pay special attention to the context of education, a cultural site most Latinos feel represents the best hopes for upward mobility. Through discourses of race, gender, and social class I explore how these students manage to create meaning and find spaces to define their identity in a complicated race system of Black and White. It is about how they define their bicultural selves in relation to their parents, peers, communities, and society as a whole. Using a lens of Intersectionality I found three major themes emerge from the interviews and observations made during my time at the school: 1) The student’s occupied an invisible space in society as neither White nor Black, immigrant nor citizen, thus giving them insight into the social construction of race in the United States. 2) Male and Female students were aware of the negative stereotypes society had about their gender and ethnicity and were actively fighting to oppose the preset idea of who they would become by constructing their identities as scholars rather than drop-outs. And finally 3) each student gained a sense of empowerment within the social structures of privilege and oppression they were experiencing in a segregated public school system by adopting the role of ;;delegate rather than charity case,” using education as a vehicle to ultimately achieve their goals and better their families and communities.
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;;We Can Change the Paradigm;;: An Exploration of Latino Adolescent Identity Development and Educational Aspirations.
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