[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603409-105":59,"doc-detail-603409-en":121},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":114,"head_meta":116,"extra_data":118,"updated_unix":120},105,"en","examining-education-for-latinasos-in-chicago-a-crtlatcrit-approach","Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach","","Examines how U.S. public schooling functions as a mechanism of social control while education policy shapes Latina/o experiences in Chicago Public Schools. Uses Critical Race Theory (CRT) and Critical Latino Theory (LatCrit) to analyze how policies intended to protect civil rights have produced persistent inequities that disenfranchise many Latina/o students. Draws on prior research and collected data to highlight achievement gaps and systemic conditions including limited early childhood opportunities, overcrowding, and shortages of Latina/o teachers and administrators.",{"@graph":69,"@context":113},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-education-for-latinasos-in-chicago-a-crtlatcrit-approach/603409/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-education-for-latinasos-in-chicago-a-crtlatcrit-approach/603409.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107],{"name":108,"@type":109,"acceptedAnswer":110},"Which inequities in Chicago Public Schools are emphasized for Latina/o students?","Question",{"text":111,"@type":112},"The text highlights lack of early childhood opportunities, overcrowding, and a shortage of Latina/o teachers and administrators, alongside other conditions tied to systemic practice and achievement gaps.","Answer","https://schema.org",{"og:url":83,"og:type":115,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":117,"canonical":83},"index,follow",{"doc_id":119,"site_id":62},603409,1792096196,{"code":4,"msg":5,"data":122},{"doc_id":119,"user_id":123,"nickname":92,"user_avatar":124,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":125,"file_id":126,"file_url":127,"file_type":128,"file_size":129,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":130,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":131,"faqs":132,"seo_title":133,"seo_description":67,"update_tm":120,"read_time":31},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach  \nBy Erica R. Davila & AnnAviles de Bradley  \nErica R. Davila is an assistant professor and coordinator of urban education at Arcadia University, Glenside, Pennsylvania; Ann Aviles de Bradley is the education director with the Michael Barlow Center at St. Leonard’s Ministries, Chicago, Illinois.  \nIntroduction  \nSchools are social institutions that mirror the larger society. In the United States (U.S.), a compulsory public school system was developed to address the needs of industry, speaking to the direct effect society has on the creation and purpose of schooling.“Far from creating independent thinkers, schools have always, throughout history, played an institutional role in a system of control and coercion”(Macedo in Chomsky, 2000, p 3) . The general purpose of public schools has not changed since its inception—students continue tobe educated to accept ideologies that serve the needs of the dominant class. Yet, the purpose of schooling has been contested throughout the history of [the U.S. by](the U.S. by) both dominant groups and the oppressed.  \nThis article will explore the sociopolitical context of education policy, particularly as it relates to Latina/o education. We will highlight the status of Latina/os within the Chicago Public Schools (CPS) to examine  \nthe impact of education policy designed to benefit few and disenfranchise most. The authors draw attention to the injustices of Latinas/os in CPS and examine this status within a Critical Race Theory (CRT) and Critical Latino Theory (LatCrit) framework. CRT helped us create a space that will highlight the resistance and hope of Latina/os in CPS while uncovering the struggle and injustice. Furthermore, we will draw from the lens ofLatCrit (Solorzano & Bernal, 2001) to situate our research within a paradigm that speaks to Latina/o school experiences in avery specific way. CRT and LatCrit encompass all of the same assumptions and underpinnings (Villalpando, 2004), but LatCrit provides a context for the social, historical, and political reception and impact of Latina/os in the U.S., and provides theoretical space to analyze experiences of language and immigration among other lived experiences rooted in the resistance and oppression of Latinas/os.  \nInthe lastthirtyyears, the response ofpublic schoolstopolicymandates stemming from the Civil Rights Movement that were intended to protect the rights of people of color, including Latina/os, sheds light on how little has changed in the structure and function of schools. From the time we were allowed to obtain an education in the same system as the dominant class and race, marginalized groups have been told that schools are vehicles to equal opportunity; schools have even been described as“the great equalizer.”The Latina/o population is by and large, young, and the erosion of equality in American schooling has hit it hard. However, the struggle for school equity for Latina/os has been coupled with a strong history of resistance rooted in community and grassroots organizing. As Spring (1991) states;  \nFrom World War II to the 1990s [and today], Native Americans, Puerto Ricans, African Americans and Mexican Americans have demanded that public schools recognize their distinct cultures and incorporate these cultures into curricula and textbooks. (p. 195)  \nThe struggle for equity in education for Latina/os has not ended. While some schools and school districts have made affirmative efforts to fully include the life experiences and histories of the students they serve, the vast majority of public schools serving Latinas/os have not done so (Valenzuela, 1999). Furthermore, while progressive educators have made some gains to better serve Latina/os during the 1960s and 1970s, the sharp conservative turn in the 1980s laid the foundation for many school policies and practices that worked against the gains made in areas such as culturally inclusive curricula and biling","cbCaiqnSepKMk0yF","https://ap.wps.com/l/cbCaiqnSepKMk0yF","pdf",148133,"English","# Introduction\n## Chicago Public Schools and policy context\n## CRT and LatCrit framework\n## Historical response and ongoing inequities\n## Student population context and achievement gaps","[{\"question\":\"Which inequities in Chicago Public Schools are emphasized for Latina/o students?\",\"answer\":\"The text highlights lack of early childhood opportunities, overcrowding, and a shortage of Latina/o teachers and administrators, alongside other conditions tied to systemic practice and achievement gaps.\"}]","Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach | PDF"]