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7 Nev. L.J. 862 (2006-2007)
Be Careful What You Ask For: Educacion Para Todas/os, the Perils and the Power

handle is hein.journals/nevlj7 and id is 868 raw text is: BE CAREFUL WHAT You ASK FOR: EDUCACI6N PARA TODAS/OS, THE PERILS AND THE POWER Jessica Solyom, Jeremiah Chin, and Kristi Ryuijin with Nicol Razdn, Thanhtung Thantrong, and X. Yvette Gonzalez* Demonstrations supporting human and civil rights, while often romanti- cized as a phenomenon of the past, are becoming more pervasive today, reflect- ing the continued forms of discrimination and oppression undocumented workers, individuals, and families experience. In the past few years, Utah residents have been engaged in their own battle to determine the level of sup- port the state is willing to extend students of color interested in attending insti- tutions of higher education. On the frontstage' many of the state's universities echo a rhetoric of support for diversity. Some even go as far as to outline their commitment to diversity as part of the institution's mission state- ment. Yet a closer look backstage provides a more accurate understanding of local political practices that makes clear that only some students of color are welcome (namely documented students who can afford the cost of tuition, resi- dent or nonresident rates notwithstanding), while others are treated with overt hostility. The struggle for knowledge and survival is intertwined with resistive * Jessica Solyom is a research associate for the Center for the Study of Empowered Students of Color and a master's student in the Department of Communication at the University of Utah. Her areas of academic interest include interpersonal communication, intercultural communication, and social justice. Jeremiah Chin is a research associate for the Center for the Study of Empowered Students of Color and an undergraduate student pursuing a Social Justice degree from the Bachelor of University Studies Program at the University of Utah. His areas of interests include legal theory, cultural criticism, and social justice. Kristi Ryujin is the Director of the Utah Opportunity Scholarship and Grant Programs at the University of Utah. She is a graduate student in the Department of Education, Culture and Society. Her research interests include the recruitment and retention of students of color at predominantly white institutions. In addition, Kristi teaches in the Ethnic Studies program. The authors would like to acknowledge, first and foremost, Dr. Bryan Brayboy and Maria Estrada for their mentorship and careful reviews of this Article. Thank you to Dr. Karen Dace and the Center for the Study of Empowered Students of Color for their financial and personal support. Thank you to Max Felker-Kantor, Emma Mecham, and Sundy Watanabe for their assistance in reviewing and revising this Article. A special acknowledgement to those who participated in the original panel at LatCrit XI: Sandra Carpio, Thanhtung Thantrong, Richard Diaz, X. Yvette Gonzalez, Nicol Razon, and Valery Pozo. In the spirit of the theme of the 2006 LatCrit XI conference, Working and Living in the Global Playground: Frontstage and Backstage, we use the metaphor of frontstage and backstage to talk about issues surrounding legislation that manifest themselves in obvious public ways (i.e., on the frontstage) while the tolls of resistance and discriminatory legisla- tion are dealt with privately (i.e., backstage).

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