Publication Date
4-23-2024
Program
Leadership Studies
Journal Title
Diaspora, Indigenous, and Minority Education
Version
Post-print: the version of the article having undergone peer review but prior to being published
DOI
https://doi.org/10.1080/15595692.2024.2339417
Abstract
This reflective paper explores the intersectionality of social identity, trauma, and education through the lens of a first-generation college student (FGCS) who is a neurodivergent Army veteran. I share my personal journey and experiences, highlighting marginalized communities’ challenges in the education system. I delve into the impact of cultural invasion, the transmission of trauma across generations, and the importance of critical consciousness in addressing educational inequality. I also discuss the role of spatial thinking and language in shaping learning experiences. I emphasize the need for cultural awareness, inclusivity, and equity in educational spaces and highlight the transformative power of embracing one’s differences. Overall, I explain the complex dynamics of social identity, trauma, and education and call for a deeper understanding and critical examination of these issues.
Original Publication Citation
De La Garza, R. (2024). Intersectionality of social identity, trauma, and education: a first-generation college student’s reflective journey. Diaspora, Indigenous, and Minority Education, 1–14. https://doi.org/10.1080/15595692.2024.2339417
Digital USD Citation
De La Garza, Richard, "Intersectionality of Social Identity, Trauma, and Education: A First-Generation College Student's Reflective Journey" (2024). School of Leadership and Education Sciences: Student Scholarship. 4.
https://digital.sandiego.edu/soles-student-projects/4
Included in
Education Commons, Leadership Studies Commons, Migration Studies Commons, Race and Ethnicity Commons, Social Justice Commons