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Qualitative and Participatory Research Qualitative and Participatory Research
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Introducing the Students and Parents Introducing the Students and Parents
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Introducing the Staffulty Introducing the Staffulty
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Observations, Discussions, and Presentations Observations, Discussions, and Presentations
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Preface
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Published:October 2013
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Extract
On a June afternoon while meeting with twenty seniors in a transitional English class, I asked them about their four years at Southern California High School (SCHS).1Close At first, they joked about the school’s yearbook; complained about student “drama”; and moaned about homework, mean counselors, and teachers. However, their carefree tone changed quickly when Albert Perez pounded his fist on his desk, glared at his classmates, and scolded, “Hey, I don’t know if you’ve noticed, but we’ve been together all four years. It’s almost like this is the Mexican class.”2Close
Students initially responded to Albert’s outburst with awkward silence and laughter. Slowly, they began discussing why they were confined to a non–college preparatory classroom removed from their largely Asian American schoolmates. First, Priscilla Mendoza whispered, “It’s because of the Chinos.” While Priscilla blamed Asian Americans, other classmates blamed themselves. They rationalized,
“We’re different.”
“We might be slow readers. We don’t read as well.”
“We like to party and have more fun than the honors students.”
“We don’t like to work as hard. We’re lazy.”
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