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Latina TeachersCreating Careers and Guarding Culture$
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Glenda M. Flores

Print publication date: 2017

Print ISBN-13: 9781479839070

Published to NYU Press Scholarship Online: January 2018

DOI: 10.18574/nyu/9781479839070.001.0001

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Co-ethnic Cultural Guardianship

Co-ethnic Cultural Guardianship

Space, Race, and Region

(p.97) 4 Co-ethnic Cultural Guardianship
Latina Teachers

Glenda M. Flores

NYU Press

Chapter 4 provides a window into how Latina teachers navigate their professional lives with mostly African American and Asian colleagues, students, and parents. Controlling images of school district space—in this case the schools these Latina teachers work for—influence racial positioning between Latina teachers and non-Latinos because the context of reception disadvantages Latino students, hastening their predisposition toward them. Latina teachers working in Compton—a city consisting primarily of Latino immigrants—describe having been encouraged to leave for school districts and workplaces that are not associated with the “Black underclass.” Latina teachers in Rosemead, an ethnoburb consisting primarily of Latinos and Asians, on the other hand, enroll their children there and are able to access resources the more class-heterogeneous Asian population provides. Ultimately, Latina teachers perceive undocumented Latina/o immigrants to be below African Americans and Asian Americans in local racial hierarchies as a result of the political ostracism of the first group and the valorization of the second group. This process provides the impetus for co-ethnic cultural guardianship to develop. This chapter also provides an explanation for the absence of guardianship directed toward Black or Asian students.

Keywords:   space, district, Compton, controlling images, underclass, ethnoburb, anti-black, valorization, inferiority, racial positioning

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