Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students

Oct 15, 2026

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The article uses Latina/o Critical Race Theory (LatCrit) and a racist nativism framework to analyze intersectionality in the educational experiences of undocumented Chicana college students attending a public research university in California. It positions CRT and LatCrit as lenses for examining how multiple oppressions intersect in daily schooling. It outlines how racist nativism is conceptually developed from intersections of race and nativism, describes the study’s data collection through 20 critical race testimonio interviews, and previews findings on class and gender effects.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

The Need to Examine Undocumented Latina/o Educational Experiences

CRT, LatCrit, and Racist Nativism: An Intersectional Approach

Defining Race and Racism

Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism To Explore Intersectionalityin the Educational Experiences of Undocumented Chicana College Students By Lindsay Pérez Huber Lindsay Pérez Huber is a postdoctoral scholar at UC/ACCORD (All Campus Consortium on Research for Diversity) in the Graduate School of Education and Information Studies at the University of California, Los Angeles. Introduction Oneof the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks—that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in our daily experiences to mediate our education. A theoretical branch extending from CRT is Latina/o Critical RaceTheory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture (Solorano & Delgado Bernal, 2001). ALatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism (Pérez Huber, et. al., 2008) . This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article will provide a brief description of how CRT and, in particular, LatCrit have allowed researchers to develop the frame of racist nativism. Second, the framework of racist nativism will be described, including how it is used in this study. Third, this article will describe the data collection strategies, methodological approach and analysis process used to gather and analyze 20 critical race testimonio interviews. Following this description, I will present the findings that demonstrate the ways racist nativism, class and gender have manifested in the educational trajectories of the undocumented Chicana college students. The Need to Examine Undocumented Latina/o Educational Experiences There is a limited but growing body of research on the experiences of undocumented Latina/o immigrant students in the U.S. (Abrego, 2002; Bastida et. al., 2007; De Leon, 2005; Fields, 2005; Gonzales, 2007; Guillen, 2004; Madera, [et. al](et. al)., 2008; [Oliverez et. al](Oliverez et. al)., 2006; Olivas, 1995, 2004; Pabon Lopez, 2005; Pérez Huber & Malagón, 2007; Rangel, 2001; Rincón, 2005; Seif, 2004) . We know that thousands of undocumented students graduate high schools throughout the country each year, but most are in state of California (Oliverez et. al., 2006) . We also know that most undocumented immigrants in the U.S. are from Latin American countries, but México in particular (Passel, 2006) . The historical and continued efforts of U.S. foreign policy to ensure Mexican economic dependence on the United States suggests economic conditions in México will continue to leave many Mexican citizens with no choice but to emigrate (Gonzalez & Fernandez, 2002) . This means, until the U.S. enacts comprehensive immigration reform that offers the U.S. undocumented population with a path to citizenship, the number of undocumented Latina/o students will continue to grow. Research focusing on this group of students lags far behind this demographic growth. CRT, LatCrit, and Racist Nativism: An Intersectional Approach CRT and LatCrit.The overarching theoretical frameworks for this study are CRT, and in particular, LatCrit. CRT in educational research unapologetically centers the ways race, class, gender, sexuality and other forms of oppression manifest in the educational experiences of People of Color. CRT draws from multiple disciplines to challenge dominant ideologies such as meritocracy and colorblindness, which suggest educational institutions are neutral systems that function in the same ways for all students. This framewor

FAQs

What role does Critical Race Theory play in the article’s analysis of education?

It provides a lens to examine how multiple forms of oppression intersect in the lives of People of Color and how those intersections shape daily educational experiences.

How does LatCrit extend CRT in this study?

LatCrit focuses on experiences unique to the Latina/o community, including immigration status, language, ethnicity, and culture, enabling a more specific examination of the oppressions this group faces.

How is racist nativism used to understand undocumented Chicana students’ educational experiences?

The framework helps explain how historical racialization of immigrants of color shapes contemporary experiences of Latina/o undocumented immigrants, and the study examines these manifestations alongside class and gender.

Oct 15, 2026

Upload by moss~