Abstract
Privilege is when one voice is the norm, but some children’s voices are underheard within research. Extensive research has demonstrated that Hispanic face multiple barriers within the education system. This study examines how whiteness within the education system can impact a Hispanic student’s perspective of the world. An autoethnographic approach is used to analyze five stories. A grounded theory approach identified emergent themes from the stories shared. The four themes that emerged among the stories were intersectionality, privilege, social construct, and microaggression. It demonstrated minority students’ experiences and interactions could profoundly affect how they view their identity. There are measures educators can take to create an inclusive space for students.
Advisor
Kristi Treinen
Committee Member
Kristen Cvancara
Committee Member
Sachi Sekimoto
Date of Degree
2022
Language
english
Document Type
Thesis
Degree
Master of Arts (MA)
Program of Study
Communication Studies
College
Arts and Humanities
Recommended Citation
Perez-Garcia, E. A. (2022). An unspoken story of education: An autoethnographic exploration of racism in education [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1211/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Race and Ethnicity Commons
Rights Statement
