Bianca N. Haro
University of California, Los Angeles
Bianca N. Haro is a Ph.D. Urban Schooling doctoral candidate; a Feminista-Scholar-Activist, and is dedicated to working with Communities of Color. Bianca’s research agenda is a life-long commitment to centering the voices of young girls who are often overlooked in research, policy, practice, and social justice efforts.
Dissertation Title: Centering the Everyday Latina to Tell a More Complete Story of School Discipline
Dissertation Abstract: Research has shown punitive school discipline practices and policies disproportionately affect Students of Color, in particular young Men of Color (Rios, 2011), and contribute to the phenomenon known as the “school-to-prison pipeline” (StPP). While previous work has helped us understand the consequences of punitive school discipline measures, and the intersection between race and gender, very few studies have rigorously examined the experiences of young women. Using Critical Race Theory (Solórzano & Delgado Bernal, 2011) and Chicana/Latina feminist theory (Delgado Bernal & Elenes, 2011), this study centers six Latina high school students attending a large urban school in Southern California. Using ethnographic modes of data collection, this study examines the unique ways school discipline and a culture of control physically manifests for Latina students and contribute to the larger “StPP” phenomenon. It moves beyond a race-gendered analysis and pays attention to how Latina students’ multiple subjectivities (i.e., race, gender, sexuality, citizenship association, language acquisition) are intrinsically linked to the types of discipline and control they experience. Preliminary findings conceptualize the Everyday Latina and indicate Latina students’ multiple subjectivities to be interconnected to how discipline is manifested. In particular, the social construction of gender has been critical to the types of disciplinary measures Latinas experience. Preliminary implications include the call for future studies to center the Everyday Latina and move beyond the race- gendered analysis of the pipeline to tell a more complete story of school discipline. Overall, this work (re)defines and challenges mainstream understandings of school discipline, from the standpoint of Latinas.