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*Note* This scheduling program was not designed by folks who do a lot with APA Style and unfortunately it defaults to listing authors in alphabetical order. We cannot fix this for this online schedule, but the author orders are posted in the order submitted in the printed program available via pdf here.

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Saturday, March 7 • 2:25pm - 3:25pm
Understanding the Racialization of Gender: Latina/os, education, and social justice

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This symposium addresses the importance of social context in relationship to significant social identities (e.g., race and gender) and commitment to social justice. All three presentations utilize qualitative methodologies in efforts to understand the role of race, class, gender, and sexuality in shaping the lived experiences of young Latina/os. The first presentation focuses on the experiences of young Latina students attending an alternative high school in Northern California. Using data gathered from an ethnographic study, the authors explore from an intersectional perspective young Latinas’ experiences in a school setting designed primarily for the surveillance and training of young men. Findings show instances of gendered microaggressions that reproduce practices that may lead to harmful outcomes for young Latinas. The second presenter discusses the transformative power of higher education in facilitating a commitment to work on behalf of Latina/o and gender issues. The author draws from interviews conducted with a sample of educated Latinas. Data analyses are informed by the social engagement model (Hurtado, 1997) and highlight the importance of student organizations and exposure to feminist and ethnic studies courses in galvanizing political activism geared at contributing to social justice and “the public good.” The final presenter draws from interviews with a sample of Latino men attending a “Hispanic” Serving Institution on the central coast of California. The purpose of the study was to understand how social context (familial, community, and educational) influence young Latinos’ views in defining the word “manhood.” The author utilizes intersectionality as a guiding concept informing analyses of participants’ responses. Findings indicate that most participants defined manhood in relational and ethical ways, and none endorsed hegemonic definitions of masculinity. Taken together, all three presentations illustrate the importance of social context in shaping educational trajectories and life chances, consciousness around gender, and commitment to social justice for marginalized communities.


Saturday March 7, 2015 2:25pm - 3:25pm
Crystal