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

Daniel G. Sólorzano, Octavio Villalpando, Leticia Oseguera

Research output: Contribution to journalArticlepeer-review

169 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)272-294
Number of pages23
JournalJournal of Hispanic Higher Education
Volume4
Issue number3
DOIs
StatePublished - Jul 2005

All Science Journal Classification (ASJC) codes

  • Education

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