Identity Production in Figured Worlds: How some Mexican Americans become Chicana/o Activist Educators

Alarcón N. (1990) Chicana feminism: In the tracks of “the” native woman. Cultural Studies, 4(3), 248–256

Alexander B. K., Anderson G. L., Gallegos B. P. (2005) Performance theories in education: Power, pedagogy, and the politics of identity. Mawhaw, NJ: Lawrence Erlbaum and Associates

Alvarez R. R. (1995) The Mexican-US border: The making of an anthropology of borderlands. Annual Review of Anthropology, 24, 447–470

Anzaldúa G. (1987) Borderlands/la frontera: the new mestiza. San Francisco: Aunt Lute Books

Bernal M. E., Knight G. P., Ocampo K. A., Garza C. A., Cota M. K. (1993) Development of Mexican American identity. In M. E. Bernal, G. P. Knight (Eds.), Ethnic identity: Formation and transmission among Hispanics and other minorities. Albany: State University of New York Press, pp 61–79

Beverly J. (2000) Testimonio, subalternity, and narrative authority. In N. Denzin & Y. Lincoln (Eds.), Handbook of Qualitative Research. Thousand Oaks: Sage Publications

Brayboy, M. J. B. (2005). Climbing up and over the ivy: Examining the experiences of American Indian ivy league graduates. Multidisciplinary Perspectives on Higher Education for the Public Good. University of Michigan: Center for the Study of Higher Education for the Public Good

Calhoun C. (1994) Social theory and the politics of identity. Oxford. Blackwell Publishers

Chávez E. (2002) “¡Mi raza primero!” nationalism, identity, and insurgency in the Chicano movement in Los Angeles, 1966–1978. Berkeley: University of California Press

Creswell J. (1998) Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications

Davies C. A. (2001) Reflexive ethnography, A guide to researching selves and others. London: Routledge

Delgado Bernal D. (2001) Learning and living pedagogies of the home: The mestiza consciousness of Chicana students. Qualitative Studies in Education, 14(5), 623–639

Denis J. C. (1997) We are not you: First nations and Canadian modernity. Broadview Press: Collection Terra Incognita

Diawara M. (1994) Malcolm x and black public sphere: Conversionists v. culturalists. In C. Calhoun (Ed.) Social theory and the politics of identity. Oxford: Blackwell Publishers, pp. 216–230

Elenes C. A. (1997) Reclaiming the borderlands: Chicana/o identity, difference, and critical pedagogy. Educational Theory, 47(3), 359–375

Erikson E. (1964) Insight and responsibility. New York: W.W. Norton

Erikson E. (1968) Identity, youth and crisis. New York: W.W. Norton

Forbes J. (1973) Aztecas del norte: The Chicanos of Aztlán. New York: Fawcett Publications

Fry R. (2004) Latino youth finishing college: The role of selective pathways. Washington, D.C.: Pew Hispanic Center

García I. M. (1998) Chicanismo: The forging of a militant ethos among Mexican Americans. Tucson: University of Arizona Press

González K. P. (2002) Campus culture and the experiences of Chicano students in a predominantly white university. Urban Education, 37(2), 193–218

Grande S. (2000) American Indian geographies of identity and power: At the crossroads of indígena and mestizaje. Harvard Educational Review, 70(4), 467–498

Gurin P., Dey E. L., Hurtado S., Gurin G. (2002) Diversity and higher education: Theory and impact on educational. Harvard Educational Review, 72(3), 330–366

Haro R. (2004) Programs and strategies to increase Latino students’ educational attainment. Education and Urban Society 36(2), 205–222

Holland D., Lachicotte W. Jr., Skinner D., Cain C. (1998) Identity and Agency in Cultural Worlds. Cambridge: Harvard University Press

Holland D., Lave J. (2001) History in person: Enduring struggles, contentious practice, intimate identities. Santa Fe: School of American Research Press

Hurtado S. (1994) The institutional climate for talented Latino students. Research in Higher Education, 35, 21–39

LeCompte M., Preissle J. (1993) Ethnography and qualitative design in educational research (2nd Ed.). San Diego, CA: Academic Press

LeCompte M., Schensul J. (1999) Analyzing and interpreting ethnographic data. Walnut Creek, CA: Altamira Press

Marcia J. (1966) Development and validation of ego identity status. Journal of Personality and Social Pyschology, 3, 551–558

Muñoz C. (1989) Youth, identity, power: The Chicano movement. London; New York: Verso

Oropeza, L. (2005) ¡Raza sí! ¡guerra no! Chicano protest and patriotism during the Viet Nam war era. Berkeley: University of California Press

Pérez E. (1996) The decolonial imaginary: Writing Chicanas into history. Bloomington: Indiana University Press

Phinney J. (1989) Stages of ethnic identity development in minority group adolescents. Journal of early adolescence, 9, 34–49

Phinney J. (1990) Ethnic identity in adolescents and adults: Review of the research. Psychological Bulletin, 108(3), 499–514

Phinney J. (1993) A three stage model of ethnic identity development in adolescence. In M. E Bernal, G. P. Knight (Eds.), Ethnic identity: Formation and transmission among Hispanics and other minorities. Albany: State University of New York Press, pp. 61–79

Pizarro M., Vera E. M. (2001) Chicana/o ethnic identity research: Lessons for researchers and counselors. The Counseling Psychologist, 29(1), 91–117

Reyes R. III (2006) Cholo to me: From peripherality to practicing student success for a Chicano former gang member. The Urban Review, 38(2), 165–186

Rosales F. A. (1997) Chicano! The history of the Mexican American civil rights movement. Houston, TX: Arte Publico Press

Rosaldo, (1989). Culture and truth: The remaking of social analysis. Boston: Beacon Press

Sarup M. (1996) Identity, culture, and the postmodern world. Athens: The University of Georgia Press

Schneider M. E., Ward D. J. (2003) The role of ethnic identification and perceived social support in Latinos’ adjustment to college. Hispanic Journal of Behavioral Sciences, 25, 539–554

Sfard A., Prusak A. (2005) Telling identities: In search for an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22

Spivak G. C. (1993) Outside the teaching machine. London: Routlege

Tatum B. D. (1997) Why are all the black kids sitting together in the cafeteria? New York: Basic Books

Urrieta, L. (2003a). Orchestrating the Selves: Chicana and Chicano negotiations of identity, ideology, and activism in Education. Unpublished dissertation. School of Education. The University of North Carolina at Chapel Hill

Urrieta L. (2003b) Las identidades también lloran/identities also cry: Exploring the human side of indigenous Latina/o identities. Educational Studies, 34(2), 147–168

Urrieta L. Jr. (2004) Dis-connections in “American” citizenship and the post/neo colonial; People of Mexican descent and whitestream pedagogy and curriculum. Theory and Research in Social Education, 32(4), 433–458

Urrieta L. Jr. (2005) “Playing the game” versus “selling out”: Chicanos and Chicanas relationship to whitestream schools. In Alexander B.K, Anderson G. L., Gallegos B. P. (Eds.) Performance theories in education: Power, pedagogy, and the politics of identity (pp. 173–196). Mahwah, NJ: Lawrence Erlbaum and Associates

Urrieta L. Jr. (2006) Community identity discourse and the heritage academy: colorblind educational policy and white supremacy. International Journal of Qualitative Studies in Education, 19(4), 255–276

Urrieta L. Jr., Reidel M. (2006) Avoidance, anger, and convenient amnesia: White supremacy and self-reflection in social studies teacher education. In E. Wayne Ross (Eds.) Race, Ethnicity, and Education. Westport, CT: Praeger Press

Valenzuela A. (1999) Subtractive schooling : U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press

Vera H., de los Santos E. (2005) Chicana identity construction: Pushing the boundaries. Journal of Hispanic Higher Education, 4(2), 102–113

Villenas S., Moreno M. (2001) To valerse por si misma between race, capitalism, and patriarchy: Latina mother-daughter pedagogies in North Carolina. Qualitative Studies in Education, 14(5), 671–687