From data gathered during 18 months of ethnographic fieldwork, this paper unpacks the implications of five ethnographic examples describing interactions between educators and students at New Horizons, a majority Latinx middle school, to demonstrate that the circulation of racialized “good Latinx” narratives legitimates differential allocation of limited school resources between those imagined as falling into the good Latinx category and those that do not because they are ascribed Blackness (i.e., African American and Afro-Latinx youth). That is, the discursive construction of Latinidad as well-behaved, hard-working, and specifically non-Black positioned it as a racialized yet privileged credential at school. In these circumstances, Latinidad may at best be considered a constrained credential.

中文翻译：

---

将拉丁裔构建为受限制的证书：以拉丁裔为主的中学中的反黑人和种族不平等

本文根据 18 个月民族志田野调查收集的数据，揭示了五个民族志例子的含义，这些例子描述了 New Horizo​​ns（一所以拉丁裔为主的中学）教育工作者和学生之间的互动，以证明种族化的“好拉丁裔”叙事的传播使差异分配合法化。那些被认为属于优秀拉丁裔类别的人和那些因为被认为是黑人而不属于优秀拉丁裔类别的人（即非裔美国人和非裔拉丁裔青年）之间的学校资源有限。也就是说，拉丁裔的话语建构是行为良好、勤奋、特别是非黑人，这将其定位为学校中种族化但享有特权的凭证。在这种情况下，Latinidad 充其量只能被视为一种受限凭证。