Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school.
Educational Persistence in the Face of Violence
Narratives of Resilient Latino Male Youth
Adrian H. Huerta
Constructing Pathways to Responsible Manhood
Controlling Images and Meaning Making Through the Use of Counter-narratives
Mellie Torres, Alejandro E. Carrión, and Roberto Martínez
responsibility. The present study explores how Latino boys who participated in the Black and Latino Male School Intervention Study (BLMSIS) understood and made sense of manhood and their masculinities. These students attended small, all-male public schools that
School-Imposed Labeling and the School-to-Prison Pipeline
Symbolic Violence on the Bodies of Boys of Color in One “No Excuses” Charter School
L. Trenton S. Marsh
Historical, socially constructed notions of Black and Latino masculinity, mis/labeled behavior, punitive policies (e.g., suspension) and practices (e.g., school-imposed labeling) lead to disproportionate rates of dropout in urban US schools, continued involvement in the criminal legal system, and a limited participation in society. This article argues that school-imposed labeling—affixing a category or descriptor on a student to signal a shorthand message to others about a student’s academic ability and behavior—is symbolically violent (Bourdieu). By examining unofficial labels, punitive structures, and teacher perceptions of labeled students, I explored school-imposed labeling as a form of “normalized” practice that impacts Black and Latino males who attend an urban charter school with a “no excuses” orientation.
Masculinity and Boyhood Constructions in the School-to-Prison Pipeline
Edward Fergus and Juwan Bennett
The conversation on the school-to-prison pipeline among boys of color is complex and involves understanding how the 4 C’s— classroom, cops, courts, and community— interface to create a pipeline. However, what has been underconceptualized is whether and how notions of masculinity and boyhood that emerge within these institutions may operate as an invisible connective tissue across these institutions. In other words, the manner in which the bodies of Black and Latino males are viewed, interacted with, and treated within these institutions provides a rationalizing frame for how the actions within institutions occur. In this special issue, we theorize that, to understand the ways in which the school-to-prison pipeline operates for boys of color, there needs to be theoretical exploration through empirical work of what notions of masculinity are promoted and detracted within these institutions during boyhood. This interdisciplinary special issue of Boyhood Studies provides a conceptual exploration of how male bodies of color are constructed within and across these institutions, e.g., suspensions (schools), arrests (police), sentencing (courts), and violence (communities) in order to establish the pipeline as concretized through “normative” or oppressive notions of masculinity and boyhood.
Michael R. M. Ward
notion of counter-storytelling from critical race theory to explore ways Latino boys try to reframe masculinity, manhood, and what they label as “responsible manhood.” Data are drawn from the Black and Latino Male School Intervention Study (BLMSIS
Moments in the History of African-American Masculine Mobilities
out of sync with the general demographics of New York City. In 2011, for instance, “While black and Latino males between the ages of 14 and 24 account for only 4.7% of the city’s population, they accounted for 41.6% of those stopped.” If we limit the
“We Had to Stick Together”
Black Boys, the Urban Neighborhood Context, and Educational Aspirations
many Latino male youths in the study who drew on male peer ties for protection from urban violence got “caught up” in behaviors counterproductive to school completion (e.g., being truant or helping friends in a fight). Rendón found some of these young
A Portrait of Young Men's Sense of Belonging to the Street in Maputo, Mozambique
Books . Rios , Victor , and Cesar Rodriguez . 2012 . “ Incarcerable Subjects: Working-Class Black and Latino Male Youths in Two California Cities .” In Young Men in Uncertain Times , ed. Vered Amit and Noel Dyck , 241 – 264 . Oxford