Abstract
Based on data collected from a year-and-a-half-long qualitative research project, this case study examines the early college experiences and identity negotiations of one urban-schooled Latino participant as he navigated a predominately White state university in his hometown. Recognizing the university as a figured world, this study highlights two emblematic personal encounters that positioned him in inferior ways. It also offers a counter-example of a rhetoric professor who positioned him in positive ways and contributed to his academic success. Implications are framed in an argument for the inclusion of identity studies and positioning theory in order to better contextualize urban-schooled Latina/os’ early college experiences.
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Hungerford-Kresser, H., Vetter, A. Positioning and the Discourses of Urban Education: A Latino Student’s University Experience. Urban Rev 44, 219–238 (2012). https://doi.org/10.1007/s11256-011-0193-y
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DOI: https://doi.org/10.1007/s11256-011-0193-y