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Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress

Journal of Hispanic higher education, 2005-07, Vol.4 (3), p.272-294 [Peer Reviewed Journal]

ISSN: 1538-1927 ;EISSN: 1552-5716 ;DOI: 10.1177/1538192705276550

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  • Title:
    Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress
  • Author: Sólorzano, Daniel G. ; Villalpando, Octavio ; Oseguera, Leticia
  • Subjects: Academic Achievement ; Critical Theory ; Educational Attainment ; Educational Policy ; Hispanic American Students ; Race ; Undergraduate Students
  • Is Part Of: Journal of Hispanic higher education, 2005-07, Vol.4 (3), p.272-294
  • Description: Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy and practical approaches to enhancing the success of Latina/o college students.
  • Publisher: Thousand Oaks, CA: Sage Publications
  • Language: English
  • Identifier: ISSN: 1538-1927
    EISSN: 1552-5716
    DOI: 10.1177/1538192705276550
  • Source: Education Resources Information Center (ERIC)
    Alma/SFX Local Collection
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