This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites’ inequitable material accumulation. I problematize the logic of DL—highlighting that DL has the elitist tendencies of world-language education—and assess DL’s potential to deliver educational justice to Latinxs.

这种批判性的种族民族志研究了一个中学双语 (DL) 计划，这是一种双语教育模式，旨在提供拉丁裔的教育公平。借鉴三阶段递归分析方法，我提出证据表明，只有当 DL 可用并且对白人有利时，DL 计划的政策和实践才重视为拉丁裔青年提供双语教育——这最终将一些拉丁裔学生排除在双语教育之外和/或获得它的好处。我的理论是，当 DL 延续种族等级制度并保留白人种族身份的价值时，DL 作为白人财产发挥作用，从而维持白人不公平的物质积累。