Using a combination of counter-storytelling, testimonios, and Chicana feminist epistemology, I report on the findings of an ethnographic study that explores and analyzes the educational experiences of geographically isolated Latina high school students in a rural city in Wyoming. I demonstrate the labeling of these students by peers and teachers…

Using a realist grounded theory method, this study resulted in a theoretical model and 4 propositions. As displayed in the LINK model, the labeling practice is situated in and endorsed by a social context that carries explicit theory about and educational policies regarding the labels. Taking a developmental perspective, the labeling practice…