Access Type
Open Access Dissertation
Date of Award
January 2025
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Curriculum and Instruction
First Advisor
Sandra Gonzales
Abstract
Existing education research has identified a series of factors that impact student identity formation, belonging, and academic performance in secondary and post-secondary education. Such research usually focuses on one to two identity groups - like ethnicity and gender or sexuality and disability. However, very few center on the experiences of queer, disabled, students of color. Using a decolonial methodological approach to qualitative research. This dissertation uses Chicana/Indigenous epistemologies as research methodologies to identify challenges students of multiple marginalized identities encounter in schooling and how they might find strength in their elders and cultural stories. The findings encourage educators to normalize mistakes, avoid assumptions, and embrace fluidity to foster a more inclusive and socially just approach to their pedagogy.
Recommended Citation
Torres, Rachel, "An Auto-Historia-Teoria Of Kismet Encounters: Building Bridges Between Multiple-Marginalized Identites - Queer, Latine, And Disabled - In A Colonial Education System" (2025). Wayne State University Dissertations. 4234.
https://digitalcommons.wayne.edu/oa_dissertations/4234