Publication Date

4-2024

Document Type

Article

Publication Title

Diaspora, Indigenous, and Minority Education

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 edu- cation 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 high- light 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.

Comments

* Richard De La Garza graduated from San Jose State University with a Bachelor of Arts (BA) degree in Behavioral Science and Sociology in 2002.

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