Citation

Rolón-Dow R. Am. Educ. Res. J. 2005; 42(1): 77-111.

Copyright

(Copyright © 2005, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/00028312042001077

PMID

unavailable

Abstract

In this article, the author explores the intersection between race/ethnicity and caring in the educational experiences of middle school Puerto Rican girls. Critical race theory and Latino/Latina critical theory are used as data analysis frameworks because of their emphasis on the roles of race/ethnicity and racism in shaping the circumstances of individuals and institutions. The author calls for a color(full) critical care praxis that is grounded in a historical understanding of students' lives; translates race-conscious ideological and political orientations into pedagogical approaches that benefit Latino/a students; uses caring counternarratives to provide more intimate, caring connections between teachers and the Latino communities where they work; and pays attention to caring at both the individual and institutional levels.