Department

Education

Document Type

Article

Publication Date

8-2011

ISSN

0161-7761

Volume

42

First Page

213

Last Page

229

Abstract

This article examines Ecuadorian students' attempts to contest immigrant stereotypes and redefine their social identities in Madrid, Spain. I argue that academic tracking plays a pivotal role in the trajectory of students' emergent ethnic identity. To illustrate this process, I focus on students who abandon their academic and professional ambitions as they are tracked into low‐achieving classrooms, and in the process participate in social and cultural practices that reify dominant stereotypes of Latino immigrants.[academic tracking, identity, immigration, ethnicity, Spain]

Rights

Copyright American Anthropological Association. All rights reserved.

Share

COinS