Date of Award

2026-05-01

Degree Name

Doctor of Education

Department

Educational Leadership and Administration

Advisor(s)

Wei-Ling Sun

Abstract

Every year, students are pushed away from educational opportunities due to punitive practices. A system of policies and practices that increase the student's likelihood of formal social control, including the juvenile justice system, is often referred to as the school-to-prison nexus (STPN). Existing research suggests a disproportional number of students of color, as well as queer students, are harmed by disciplinary policies. The literature, however, does not fully address students' experiences, particularly queer Chicanxs. This study attempts to narrow that gap by highlighting the disciplinary experiences of queer Chicanxs. Additionally, this study explores how disciplinary experiences impacted their identity formation. Informed by a Latinx Critical Race Theory (LatCrit) and a Jotería Studies framework, this study sought to understand how disciplinary practices affect LGBTQIA+ Chicanx student identities. Using testimonios as the methodology, I engaged in pláticas with four queer Chicanxs. The findings suggest four main themes: 1) Identity-based institutional oppression, 2) Informal discipline: Hidden punishment and trauma, 3) Caught in-between: negotiating identities, and 4) Letting go of the shame: Self-acceptance and queer liberation.

Language

en

Provenance

Received from ProQuest

File Size

155 p.

File Format

application/pdf

Rights Holder

Marco Antonio Ortigoza Jr

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