The K-12 educational experiences and identity formation of Na’ Ñuu Davi in Washington State
In this project, I look at how individuals of Ñuu Davi background came to an understanding of their social position while in the United States' K-12 educational pipeline and how it contributed to their life goals (academically and personally). Some questions addressed are: How does resilience work for students who face multi-layered barriers in education? How do they negotiate their identity? How do acquired skills in school become useful beyond academic settings? Does their acquired knowledge and path of resistance allow for civic/social engagement? Although the focus of this project is very specific, children of individuals of La Mixteca Baja region of Oaxaca residing in Washington State, the findings of this research are relevant in other places where Ñuu Davi (Mixteco) students are present and are being served in the educational pipeline. I see the importance of looking into this community's children's experiences, struggles, and needs in school in order to best equip them to navigate unfamiliar spaces. This exploratory research project stems from my personal experience as a Ña'a Davi (Mixteca) growing up in the Pacific Northwest--juggling three cultures and languages--and the curiosity of learning about the experiences of others from the same background, particularly in education.