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i Dedication iii Acknowledgements  iv List of Tables  x Chapter 1: Introduction  1 A Personal Racialized Educational Experience: Me, The Student  3 Me, The Teacher: Another Personal Racialized Educational Experience 5 Statement of the Problem  9 Problem Statement and Its Significance  11 Conclusion  12 Chapter 2: Literature Review 14 White Supremacy Coupled with Individual Racism  15 Institutional Racism  19 Two-Way Immersion Programs: Definition, Goals, and Models  22 Socio-Economic Factors Framing the Academic Achievement of Latino Students  28 Latino Critical Theory: What is it and Why it Should be the Theoretical Frame Used to Research the Educational Experience of Latino Students  31 Stereotypes  34 Stereotype Threat  36 Empirical Works on Stereotype Threat  37 vii Elementary Latino Students and Stereotype Threat  44 Teacher’s Expectations  46 Teacher-Student Relationships  48 Conclusion  50 Chapter 3: Research and Methodology 52 Overview of Narrative Inquiry and Rationale  52 Goal of Study  55 The Research Paradigm  56 Data Collection  57 Site of the Study: Sueños y Realidad Elementary School  57 Participants: Phase I  58 Participants: Phase II  59 Procedures and Chronology  60 Parent and Student Notification and Consent  60 Phase I: Self-Ranking Instrument  60 Phase II: Interviews  61 Data Analysis  64 Research Integrity  66 Feasibility and Limitations  66 Ethical Considerations  67 Research Report and Implications  68

More than Meets the Eye: Latino Students in a Two-Way Immersion Program and Stereotype Threat