A Homeplace to bELong: Critical Ethnographic Analysis of Sense of Belonging for English Learners in Equity Focused Courses
Open Access
- Author:
- Delcid, Giselle
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- February 13, 2025
- Committee Members:
- Gilberto Conchas, Outside Unit & Field Member
Tiffany Nyachae, Major Field Member
Ricardo Martinez, Major Field Member
Francesca Lopez, Chair & Dissertation Advisor
Kimberly Powell, Professor in Charge/Director of Graduate Studies - Keywords:
- belonging
English Learners
ethnic studies
culturally responsive
language affirmation
segregation
Proposition 203
Arizona
LatCrit
Critical Race Theory
sense of belonging
critical ethnography
testimonios - Abstract:
- This study examines how Mexican American Equity Focused (EF) courses foster a sense of belonging for English Language Learners (EL) and affirm their use of their native language, Spanish, through teacher and peer interactions, as well as relevant class material. Utilizing a critical ethnographic research design, this study employs testimonios to center the lived experiences of ELs, providing a platform for their voices to be heard. The findings suggest that EF courses serve as a homeplace—a nurturing and validating space that affirms students' linguistic and cultural identities— thus, confirming that Mexican American EF courses promote belonging for ELs. This study contextualizes the historical and contemporary challenges faced by Mexican American students in the U.S. education system, as well as highlighting Arizona’s long-standing policies that marginalize their Latinx communities and youth. By applying a LatCrit theoretical framework, this study underscores how xenophobic educational policies contribute to racial subordination, limiting equitable educational opportunities for ELs. Furthermore, it explores the transformative potential of ethnic studies in fostering identity, belonging, and student success through asset-based pedagogies. The findings reveal key themes and subthemes that demonstrate how these courses promote inclusivity and affirmation by validating students' linguistic and cultural identities. This study is novel in directly amplifying the voices of former EL students’ through the use of testimonios decades after the implementation of Proposition 203. Ultimately, this research highlights the crucial role of culturally responsive curriculum, such as EF courses, in fostering educational spaces that affirm, empower, and validate the language and experiences of ELs — positioning them as sites of resistance against systemic exclusion.