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Creating a Homeplace: Young Latinas Constructing Feminista Identities in the Context of a Single-Sex Catholic School

Creating a Homeplace: Young Latinas Constructing Feminista Identities in the Context of a... Abstract: Utilizing phenomenology and a Chicana feminist epistemological lens (Delgado Bernal, 1998), this study explores the experiences of three Latinas at an all-girl urban Catholic high school and examines how the context of an all Latina learning environment helped the girls construct strong border identities (Anzaldúa, 1987) as they negotiated conflicting notions of gender in their homes and communities, while making difficult decisions about college. Findings reveal that attempts to introduce gender issues into the curriculum by Latina teachers and other school agents provided opportunities for a critical examination of traditional female roles and helped create a “homeplace” (Pastor, McCormick & Fine, 1996) where the girls came together to question and critique oppressive positionalities and develop counter narratives (Yosso, 2005) and alternative identities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Creating a Homeplace: Young Latinas Constructing Feminista Identities in the Context of a Single-Sex Catholic School

García, Mónica G
The High School Journal , Volume 101 (1) – Nov 2, 2017
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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Abstract: Utilizing phenomenology and a Chicana feminist epistemological lens (Delgado Bernal, 1998), this study explores the experiences of three Latinas at an all-girl urban Catholic high school and examines how the context of an all Latina learning environment helped the girls construct strong border identities (Anzaldúa, 1987) as they negotiated conflicting notions of gender in their homes and communities, while making difficult decisions about college. Findings reveal that attempts to introduce gender issues into the curriculum by Latina teachers and other school agents provided opportunities for a critical examination of traditional female roles and helped create a “homeplace” (Pastor, McCormick & Fine, 1996) where the girls came together to question and critique oppressive positionalities and develop counter narratives (Yosso, 2005) and alternative identities.

Journal

The High School Journal – University of North Carolina Press

Published: Nov 2, 2017

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