(In)visibility to Advocacy: The Insider–Outsider Experiences of AfroLatinX Higher Education Professionals

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Higher Education Pub Date : 2023-10-05 DOI:10.1080/00221546.2023.2259773

Claudia García-Louis, Stephen Santa-Ramirez, Juanita K. Hinojosa

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引用次数: 0

Abstract

ABSTRACTDespite the racial, ethnic, linguistic, geographic, and cultural heterogeneity of LatinXs, extant educational research positions them as a monoracial, and oftentimes monolithic, group. Most research on LatinXs primarily focuses on mestizX-identified individuals. Inadvertently, the presence and experiences AfroLatinXs have largely been invisibilized. The limited research on AfroLatinXs in higher education mostly presents the experiences of students. Minimal published empirical research centers on the lived experiences of AfroLatinXs working in higher education. This study seeks to address this gap by exploring the racialized educational and professional experiences of self-identified AfroLatinX higher education professionals. Findings reveal how they experience an outsider–insider paradox that amounts to (in)visibility, lack of recognition in both Black and LatinX circles, and how language is utilized as a tool of exclusion and inclusion. Collaborators underscore how their racialized experiences motivated them to pursue a career in higher education.KEYWORDS: AfroLatinX, facultyhigher education professionalsracializationLatinX heterogeneitynepantlathe fact of AfroLatinidad Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The signifier of LatinX, is utilized as opposed to Latina/o, Latin@, and even Latinx. The “X complicates and makes space for discussions that do not solely rely on binary configurations” (Milian, Citation2019, p. 2). It accounts for the experience in the labor force and geographic crossings; placing emphasis on an X represents the liminality of LatinX in the United States.2. The terms Afro-Latin American, Afro-Latino/a, and Afro-Latin@ are referenced throughout the literature; however, in this study we employ the use of AfroLatinX for the same reasons we use LatinX. The hyphen is removed to counter the imposition of a hyphenated identity.

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倡导的可见性:非裔拉丁裔高等教育专业人员的内部人-局外人经验

尽管拉丁裔在种族、民族、语言、地理和文化上存在异质性，但现有的教育研究将他们定位为一个单一的群体，而且往往是单一的群体。大多数关于latinx的研究主要集中在混血个体上。不经意间，非洲裔拉美人的存在和经历在很大程度上被忽视了。关于高等教育中的非洲裔拉美人的研究有限，主要是学生的经历。极少发表的实证研究集中在高等教育工作的非裔拉丁人的生活经历上。本研究旨在通过探索自我认同的非裔拉丁裔高等教育专业人员的种族化教育和专业经历来解决这一差距。调查结果揭示了他们如何经历一种局外人-局内人的悖论，这种悖论相当于(在)可见性，在黑人和拉丁裔圈子中缺乏认可，以及语言如何被用作排斥和包容的工具。合作者强调他们的种族化经历是如何激励他们追求高等教育事业的。关键词:非裔拉丁裔，教师，高等教育专业，种族化，拉丁裔异质性，黑人拉丁裔事实披露声明，作者未报告潜在的利益冲突。LatinX的能指被用来与latin /o, Latin@，甚至latin相对。“X使讨论复杂化，并为不完全依赖二进制配置的讨论提供了空间”(Milian, Citation2019，第2页)。它解释了劳动力和地理交叉的经验;把重点放在X上代表了拉丁X在美国的局限性。术语非洲-拉丁美洲，非洲-拉丁美洲/a和非洲-拉丁@在整个文献中被引用;然而，在本研究中，我们使用AfroLatinX的原因与使用LatinX的原因相同。删除连字符是为了对抗连字符身份的强加。

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来源期刊

Journal of Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

6.50%

发文量

期刊介绍： Founded in 1930, The Journal of Higher Education publishes original research reporting on the academic study of higher education as a broad enterprise. We publish the highest quality empirical, theoretically grounded work addressing the main functions of higher education and the dynamic role of the university in society. We seek to publish scholarship from a wide variety of theoretical perspectives and disciplinary orientations. Articles appearing in the Journal employ an array of methodological approaches, and we welcome work from scholars across a range of career stages. Comparative and international scholarship should make clear connections to the U.S. context. Manuscripts not appropriate for submission to the Journal include purely theoretical papers, methodological treatises, unsolicited essays and reviews, and non-academic, institutional, and program evaluations or reports.