This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Sólorzano, D. G. Articles by Oseguera, L. Search for Related Content Social Bookmarking                   What's this?

Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress

Department of Education at the University of California-Los Angeles, solorzano{at}gseis.ucla.edu

Octavio Villalpando

Department of Education Leadership and Policy at the University of Utah

Leticia Oseguera

Higher Education Research Institute at the University of California-Los Angeles (UCLA)

Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy and practical approaches to enhancing the success of Latina/o college students.

Key Words: access • equity • diversity • Latinos • race • racism

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				J. Castellanos and A. M. Gloria Research Considerations and Theoretical Application for Best Practices in Higher Education: Latina/os Achieving Success Journal of Hispanic Higher Education, October 1, 2007; 6(4): 378 - 396. [Abstract] [PDF]