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In the In-Between: Low-Income Latinx Students Sensemaking of Paradoxes of Independence and Interdependence
Rebecca Covarrubias1, Ibette Valle1
1University of California Santa Cruz, USA.
Personality & Social Psychology Bulletin
|June 17, 2023
Summary
Low-income, Latinx students experience conflicting independence and interdependence norms between home and school. Their daily interactions reveal complex paradoxes, shaping their sense of self in educational settings.
Area of Science:
- Sociology
- Education
- Psychology
Background:
- Low-income Latinx students face distinct cultural norms in U.S. education (independence) and family (interdependence).
- Navigating these differing norms presents unique challenges and complexities in students' daily lives.
Purpose of the Study:
- To examine how daily interactions in home and school contexts influence low-income, Latinx students' engagement with independence and interdependence.
- To identify and understand the paradoxical experiences students encounter between these two cultural contexts.
Main Methods:
- Semi-structured interviews were conducted with 35 low-income, Latinx high school graduates prior to college entry.
- Constructivist grounded theory was employed to analyze interview data and identify emergent themes.
Main Results:
- Five distinct types of paradoxes were identified, illustrating the complex interplay of independence and interdependence.
- Examples include how school-based support systems (interdependence) could hinder students' desire for independence.
Conclusions:
- Students' experiences highlight an "in-between" space, termed 'nepantla,' where they reconcile past, present, and future understandings of self.
- These findings underscore the nuanced negotiation of cultural identities and selfhood among low-income, Latinx youth in educational environments.
Keywords:
college transitionfirst-generation Latinx studentsnepantlaparadoxes of independence and interdependenceMore Related Videos
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