Citation

Sólorzano DG, Villalpando O, Oseguera L. J. Hispanic High. Educ. 2005; 4(3): 272-294.

Copyright

(Copyright © 2005, SAGE Publishing)

DOI

10.1177/1538192705276550

PMID

unavailable

Abstract

Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy and practical approaches to enhancing the success of Latina/o college students.

Keywords: Social Transition