Qualitative Transcripts for: “If we don’t do it, nobody is going to talk about it”: Indigenous Students Disrupting Latinidad at Hispanic Serving Institutions
Principal Investigator(s): View help for Principal Investigator(s) Gabriela Kovats Sanchez, San Diego State University
Version: View help for Version V1
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application/pdf | 100.1 KB | 10/18/2021 04:19:PM |
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Project Citation:
Kovats Sanchez, Gabriela . Qualitative Transcripts for: “If we don’t do it, nobody is going to talk about it”: Indigenous Students Disrupting Latinidad at Hispanic Serving Institutions. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-10-18. https://doi.org/10.3886/E152762V1
Project Description
Summary:
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These files contain the anonymized data files used for the paper: “If we don’t do it, nobody is going to talk about it”: Indigenous Students Disrupting Latinidad at Hispanic Serving Institutions
The abstract for the paper is found below:
Hispanic and Latinx are terms that conflate ethnicity, race, and nationality and complicate our ability to generalize what it means for Hispanic Serving Institutions (HSI) to serve such a diverse student population. Latinidad has also privileged mestizo narratives that obscure enduring colonialities of power and perpetuate the invisibility of Indigenous peoples. Conceptually framed by Critical Latinx Indigeneities, this study documents the testimonios of 10 Indigenous Mixtec/Ñuu Savi, Zapotec, and Nahua students at HSIs in California. I highlight issues of racialization and Indigenous misrepresentation within Latinx-centered curricula and programming and the ways participants engaged in fugitive acts of learning (Patel, 2016, 2019) to claim new forms of visibility on campus. The findings raise important implications for HSIs, including Latinx programming that disrupts colonial perspectives and more nuanced understandings of diasporic Indigeneity within Latinx communities.Hispanic and Latinx are terms that conflate ethnicity, race, and nationality and complicate our ability to generalize what it means for Hispanic Serving Institutions (HSI) to serve such a diverse student population. Latinidad has also privileged mestizo narratives that obscure enduring colonialities of power and perpetuate the invisibility of Indigenous peoples. Conceptually framed by Critical Latinx Indigeneities, this study documents the testimonios of 10 Indigenous Mixtec/Ñuu Savi, Zapotec, and Nahua students at HSIs in California. I highlight issues of racialization and Indigenous misrepresentation within Latinx-centered curricula and programming and the ways participants engaged in fugitive acts of learning (Patel, 2016, 2019) to claim new forms of visibility on campus. The findings raise important implications for HSIs, including Latinx programming that disrupts colonial perspectives and more nuanced understandings of diasporic Indigeneity within Latinx communities.
The abstract for the paper is found below:
Hispanic and Latinx are terms that conflate ethnicity, race, and nationality and complicate our ability to generalize what it means for Hispanic Serving Institutions (HSI) to serve such a diverse student population. Latinidad has also privileged mestizo narratives that obscure enduring colonialities of power and perpetuate the invisibility of Indigenous peoples. Conceptually framed by Critical Latinx Indigeneities, this study documents the testimonios of 10 Indigenous Mixtec/Ñuu Savi, Zapotec, and Nahua students at HSIs in California. I highlight issues of racialization and Indigenous misrepresentation within Latinx-centered curricula and programming and the ways participants engaged in fugitive acts of learning (Patel, 2016, 2019) to claim new forms of visibility on campus. The findings raise important implications for HSIs, including Latinx programming that disrupts colonial perspectives and more nuanced understandings of diasporic Indigeneity within Latinx communities.Hispanic and Latinx are terms that conflate ethnicity, race, and nationality and complicate our ability to generalize what it means for Hispanic Serving Institutions (HSI) to serve such a diverse student population. Latinidad has also privileged mestizo narratives that obscure enduring colonialities of power and perpetuate the invisibility of Indigenous peoples. Conceptually framed by Critical Latinx Indigeneities, this study documents the testimonios of 10 Indigenous Mixtec/Ñuu Savi, Zapotec, and Nahua students at HSIs in California. I highlight issues of racialization and Indigenous misrepresentation within Latinx-centered curricula and programming and the ways participants engaged in fugitive acts of learning (Patel, 2016, 2019) to claim new forms of visibility on campus. The findings raise important implications for HSIs, including Latinx programming that disrupts colonial perspectives and more nuanced understandings of diasporic Indigeneity within Latinx communities.
Scope of Project
Subject Terms:
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Critical Latinx Indigeneities;
Hispanic Serving Institutions;
Latinidad;
Indigeneity ;
higher education;
indigenous peoples
Geographic Coverage:
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California, United States
Time Period(s):
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2006 – 2018
Collection Date(s):
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6/2018 – 12/2018
Universe:
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Persons who attended a Hispanic Serving Institution and self-identified as Ñuu Savi, Zapotec, or Nahua with ties to communities of origin in Oaxaca and Guerrero, Mexico.
Data Type(s):
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text
Collection Notes:
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To preserve respondent anonymity, the primary investigator has omitted identifying text.
Methodology
Sampling:
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Network sampling
Collection Mode(s):
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face-to-face interview
Unit(s) of Observation:
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Individuals
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