This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race theory (CRT) framework and an anti-deficit ideology to their experiences. Importantly, because the participants and the researcher are of different identities, the study employed principles of culturally responsive methodologies (CRM). Most quantitative research and existent theory concerning first-generation Latinx collegiate women excludes the voices of first-generation Latinx alumnae, so this study included the telling of their counter-stories concerning their undergraduate experiences. These experiences included identity-threat, microaggressions, and the enactment of White privilege. Additionally, their counter-stories contradict majoritarian stories concerning first-generation students and their families, as well as institutional values of fairness, meritocracy, colorblindness, and diversity. The methodology of the study was CRT counter-storytelling. Concepts of narrative inquiry informed the research design. Counter-stories of the participants were shared during conversations and interviews, then interpreted using the framework of CRT and a method of thematic analysis. All members of the study have graduated with a bachelor’s degree, and their experiences provide direction for additional research concerning first-generation theory as it applies to Latinx collegiate women, as well as implications for policy and praxis regarding the future experiences of Latinx students on U.S. higher education campuses.

Alors que l’on observe un déni du racisme systémique dans le discours politique dominant au Québec, les citoyen.nes et les immigrant.es racisé.es sont les cibles de traitements oppressifs dans diverses institutions à travers la province, y compris au sein des écoles (Pierre et Bosset, 2020). Cette situation concerne plus particulièrement les élèves noir.es qui ont témoigné avoir subi des expériences de racisme dans les établissements d'enseignement (CDPDJ, 2011; Collins et Magnan, 2018; Louis, 2020). Face au déni du racisme caractéristique du discours dominant, une étude empirique, dans une perspective intersectionnelle et critique, s’avère nécessaire afin d’analyser les expériences scolaires des élèves noir.es, au regard des expériences de racisme vécues et en lien avec leur portrait socio-éducatif préoccupant (Caldas et al., 2009; Livingstone & Weinfeld, 2017). Eu égard à la surreprésentation des jeunes Noir.es en adaptation scolaire (Mc Andrew et Ledent, 2008), cette étude documente plus spécifiquement les expériences des élèves noir.es dans les écoles anglophones du Québec tout au long du processus de classement. Il s’agit également d’analyser les obstacles structurels auxquels ces élèves font face. Cette recherche prend appui sur le cadre théorique « Discrit » (Annamma et al, 2016) qui met en évidence l’interrelation entre le capacitisme et le racisme, en analysant comment l’articulation entre ces deux dimensions contribue au maintien de systèmes éducatifs inéquitables. De même, une approche méthodologique qualitative critique a été privilégiée, à travers le recours à la méthode du contre-récit (Solorzano & Yosso, 2002). Les entretiens - menés auprès de 21 intervenant.es scolaires et de 20 élèves du secondaire - ainsi que l’analyse des dossiers scolaires de ces derniers, ont principalement fait ressortir l’existence d’un décalage entre les discours des intervenant.es relatifs à leurs pratiques - perçues généralement comme inclusives, bienveillantes et bénéfiques pour les élèves - et les expériences relatées par la plupart des élèves. La majorité des élèves noir.es interrogé.es se trouvait dans l’impossibilité de participer pleinement au processus menant à leur classement en adaptation scolaire, n’ayant pas connaissance des codes et des étiquettes qui leur avaient été attribuées, ni des mesures de soutien existantes. Ils (Elles) se sentaient confronté.es à des environnements d’apprentissage perçus comme malveillants et insécures, à la négligence scolaire ainsi qu'à des formes sévères de discipline. Les résultats de l’étude suggèrent que les processus de classement en adaptation scolaire sont entachés de pratiques et de politiques racistes et capacitistes envers les enfants noir.es dont les droits éducatifs ne sont pas pleinement respectés -ces derniers étant traités comme des adultes, médicalisés et criminalisés. / While systemic racism continues to be denied in dominant political discourse in Quebec, racialized citizens and immigrants are the targets of oppressive treatment in various institutions across the province, including schools (Pierre & Bosset, 2020). This situation is particularly salient for Black students who have reported various manifestations of anti-Black racism in educational institutions (CDPDJ, 2011; Collins & Magnan, 2018; Louis, 2020). These experiences in conjunction with their concerning socio-educational portrait (Caldas et al., 2009; Livingstone & Weinfeld, 2017) and the predominant race and racism denial discourse incite a critical intersectional investigation of their school experiences. Specifically in light of their overrepresentation in special education (Mc Andrew & Ledent, 2008), this study documents Black student experiences in Quebec English schools throughout the special education placement process, and analyzes the systemic and structural barriers they encounter. A DisCrit theoretical framework guided the inquiry, as it addresses the interrelationship of ableism and racism, and how they work in tandem to maintain systems of inequity (Annamma et al., 2016). Similarly, a critical qualitative methodological approach was employed, using a counter-story method (Solorzano & Yosso, 2002). Following the analysis of interviews with 21 school board members and 20 high school students, as well as their student files, the main results showed that while school board personnel perceived most of their practices as inclusive, benevolent, and beneficial to students, the majority of the reported student experiences do not coincide. Throughout the special education placement process, Black students were prevented from accessing information and fully participating in their own special education placement processes, as the majority were unaware of the codes and labels they had been attributed, and the support measures available to them. They were exposed to perceived unwelcoming and unsafe environments, academic neglect, as well as harsh forms of discipline. The analysis of the results suggests that special education placement processes are tainted by anti-Black and ableist practices and policies that adultify, medicalized and criminalize the behaviors of Black children, while failing to fully uphold their educational rights.

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