Latine students in British Columbia : counter-stories of resilience through community cultural wealth

As a result of increases in Latin American immigration to Canada, more Latin American students are enrolling in Canadian schools, especially in census metropolitan areas such as Montreal, Toronto, and Vancouver. However, there is little research regarding Latin American students in Canada, especially in British Columbia. The experiences of this marginalized population are not accounted for in Canadian literature, leaving educators and policymakers reliant on literature concerning people of Latin American descent in the United States, which may not be representative of the Canadian population. However, differences in migration histories, educational systems, and social contexts raise questions about the ability to generalize these findings to British Columbia. The existing research has identified challenges for Latin American students in navigating institutions, representation, belonging, and access to support. This study builds upon this literature by examining the educational experiences of Latine students who attended high school in British Columbia. Eight participants participated in interviews, and methods from critical race methodology, testimonio, and plática were utilized. These methods allowed space for participants’ experiential knowledge to challenge dominant narratives of education access and success. Participants reported gaps of knowledge concerning the Canadian education system, particularly about the transition from high school to post-secondary education. They received little meaningful guidance from institutional systems of support, leading them to seek assistance from other resources. Participants used various forms of community cultural wealth including familial, social, and aspirational capital as well as resilience and perseverance to meet their educational goals. This thesis argues that while participants’ success is admirable, it should not be mistaken as an indication that the educational system worked for them. Participants mobilized the resources they had to further their education, but they should not have needed to. Participants’ accounts demonstrated the importance of family, community, educators, mentors, cultural representation, and experiences of belonging and the effects they have on educational trajectories. These findings demonstrate the need for educational institutions to provide more accessible and culturally responsive systems of support while recognizing the knowledge and wealth students bring to education.