| Chicana/o identity | border identities, 55–56 | | class identity, 46 | | community identity, 44–45 | | empowerment, 107–111 | | ethnic-cultural identity, 51 | | ethnic identity: acculturation, 8;
development, 9; enculturation,
8; family and social ecology, 8;
socialization model, 8 | | as fighters, 156, 225, 249 | | gender identity, 45–46 | | labels and definitions, 2–4; | Chicana, 4; Chicana/o, 3–4, 8; | | Chicano, 4, 8; gender | | influences on, 4 |
| | qualitative research on, 12 | | racial/ethnic identity, 47 | | racial identity, 11–12 | | racial-political identity, 51, 107 | | religious/spiritual identity, 44 | | research on, 7–13 | | sexuality-based identity, 45 | | suppressed identities, 30, 154,
247, 261–262 | | unconscious identities, 30, 147,
154, 246–247, 261–262,
272 |
|
| Chicana/o school performance,
influences on | all-girls school, 73, 75 | | Chicana/o studies, 179–180 | | contextualized educational
mentoring, 63–64 | | curriculum, 69 | | desegregation, 76 | | employment, 81 | | English as a Second Language
(ESL), 66–67 | | ethnic support centers, 194–195 | | family, 92, 160–163, 171–174,
185–187, 198; financial
situation, 174–175, 187; observational influences, 78,
171–174 | | financial need, 82–83 | | friends, 166–168 | | goals, 195 | | identity, 62, 221–222 | | intersecting influences, 64–65 |
|
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