The Hispanic Profile Data Book for Idaho

The 2010 United States Census confirms the continuing dramatic growth of Idaho’s Hispanic people. Demand for demographic data and information regarding the Hispanic population continues to be essential for understanding and serving Idaho’s Hispanic community. In recognition of this need, in 2004 the Idaho Commission on Hispanic Affairs developed the first Hispanic Profile Project, a demographic report of Idaho’s Hispanic community at that time. Another Hispanic Profile report was published in 2007

Comunidad in an Unfamiliar Place: Navigational Strategies of Latinx Students at a Predominantly-white Institution

The transition from high school to college is challenging for many students. Given individual starting points, the transition to college may be more tumultuous for Latinx students. This qualitative study examines the racialized and gendered experiences of Latinx students at a predominantly-white, public university in the Pacific Northwest. Further, it seeks to uncover different ways Latinx students exert self-agency. Racial Formation Theory (RFT) is utilized as a theoretical framework and the concept of a Diversity Racial Orthodoxy (DRO), which suggests that universities champion diversity for its instrumental benefits rather than explicitly supporting the comprehensive integration of students of color. Specifically, this research aims to understand Latinx students’ conceptions of the DRO at their university as well as how that affects their identity development and their ability to persist in higher education. With this in mind, the following questions are posed: (1) what types of microaggressions do Latinx students experience? (2) what types of navigational strategies do Latinx students employ in response? and 3) how do different navigational strategies influence identity development and sense of belonging? This research is pertinent to understanding how to better support the burgeoning, self-determined, Latinx student population chiseling out a space for themselves in higher education

How Far Does Influence Go? Racial Ideology, Anti-racist Action, and University Culture

In recent years, universities have found themselves in the spotlight for their approaches to grievances of racial bias and discrimination. To better understand how university culture can influence millennials’ understanding and explanations of racial phenomena, I examine students’ civic engagement activities. Special attention is paid to their level of commitment to racial equity and how this mirrors that of the university. Using Bonilla-Silva’s four frames of colorblind racism, I explore the nuanced ways in which students account for racial inequity and explain their inaction to remedy it. I hypothesize that the university’s culture will influence students racial ideology and by extension, their activism. In-depth, face-to-face interviews will be conducted with approximately 30 students. Preliminary results show students are ideologically presenting as traditional colorblind, strategic colorblind, or race traitors. In addition, students’ activism is presenting as racially neglectful, racially soft, or racially aware

Unauthorized Migration and Its Implications for Mexican American Educational Incorporation

In Chapter 3, the authors assess the long-term scholastic impact of parental unauthorized status on Mexican American children. They document alarming educational attainment divides for the children and grandchildren of unauthorized immigrants