Journal of Literacy Research
Volume 49, Issue 1, 2017, Pages 115-140

Intersectional identity negotiation: The case of young immigrant children (Article)

Compton-Lilly C.* , Papoi K. , Venegas P. , Hamman L. , Schwabenbauer B.
  • a University of Wisconsin–MadisonWI, United States
  • b University of Wisconsin–MadisonWI, United States
  • c University of Wisconsin–MadisonWI, United States
  • d University of Wisconsin–MadisonWI, United States
  • e University of Wisconsin–MadisonWI, United States

Abstract

We cast our lens on intersectional networks of identity negotiated by young children in immigrant families. Although some scholars discuss identity construction, we reference identity negotiation to capture the active, strategic, and agential work that we witnessed in our study. We begin by synthesizing relevant research on children’s identity negotiation. We then explore theoretical frames that form the basis for our claims related to intersectional identity negotiation. These 3-year longitudinal collective case studies of Carlos and Liz involved observations, spoken data, and student-created artifacts (e.g., writing samples, maps, photographs, drawings). Data sources were designed to highlight literacy practices and identity construction across time. The cases of Carlos and Liz reveal intersectional networks of identity negotiation that entail positionings relative to various dimensions of self including language, gender, technological practices, nationality, and race. We maintain that attending to the identity negotiations of children in immigrant families reveals sophisticated, agential, and strategic negotiations on the part of children. © The Author(s) 2016.

Author Keywords

Case studies ELL Identity Literacy Multilingual

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016171472&doi=10.1177%2f1086296X16683421&partnerID=40&md5=4bfaaff5113dab18abd7385e082f13c1
DOI: 10.1177/1086296X16683421
ISSN: 1086296X
Cited by: 9
Original Language: English