Basics of qualitative research: Grounded theory procedures and techniques

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Qualitative research for education: An introduction to theories and methods

This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.

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Whose culture has capital? A critical race theory discussion of community cultural wealth

Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color. Perpetrators of microaggressions are often unaware that they engage in such communications when they interact with racial/ethnic minorities. A taxonomy of racial microaggressions in everyday life was created through a review of the social psychological literature on aversive racism, from formulations regarding the manifestation and impact of everyday racism, and from reading numerous personal narratives of counselors (both White and those of color) on their racial/cultural awakening. Microaggressions seem to appear in three forms: microassault, microinsult, and microinvalidation. Almost all interracial encounters are prone to microaggressions; this article uses the White counselor--client of color counseling dyad to illustrate how they impair the development of a therapeutic alliance. Suggestions regarding education and training and research in the helping professions are discussed.

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Racial microaggressions in everyday life: Implications for clinical practice.

This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of “objective” research, these stories actually uphold deficit, racialized notions about people of color. For the authors, a critical race methodology provides a tool to “counter” deficit storytelling. Specifically, a critical race methodology offers space to conduct and present research grounded in the experiences and knowledge of people of color. As they describe how they compose counter-stories, the authors discuss how the stories can be used as theoretical, methodological, and pedagogical tools to challenge racism, sexism, and classism and work toward social justice.

Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research:

A s part of his 1978 opinion in the Bakke v. Regents of the University of California lXcase, Justice Blackmun's quotation speaks to the persistence of "problem of the color line" that W. E. B. DuBois identified in 1903. In a letter to Judge Friedman of the U.S. 6th District Court in Detroit, Michigan, the African American high school student's remarks express her worry that the courts will eliminate the single policy in education that aims to account for race. Her comments refer to the University of Michigan's race-conscious admission policy, challenged at the undergraduate and law school levels by White female candidates denied admission to the selective campus (see Gratz v. Bollinger, 2003; Grutter v. Bollinger, 2003). Taken together, these quotations reveal the "color-line problem" that undergirds affirmative action debates in higher education. Indeed, U.S. schools continue to limit equal educational access and opportunity based on race (Kozol, 1991; Lewis, 2003). Students of color remain severely underrepresented in historically White colleges and universities, and the few granted access to these institutions often suffer racial discrimination on and around campus (Lawrence & Matsuda, 1997; Smith, Altbach, & Lomotey, 2002; Solorzano, Ceja, & Yosso, 2000). Insidiously usurping civil rights language and ignoring the historical and contemporary realities of communities of color, opponents of affirmative

From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education.

In this article, the authors use critical race theory (CRT), Paulo Freire’s problem-posing method, and case study research to introduce an alternative instructional and pedagogical methodology in teacher education. These approaches attempt to get at deep-rooted ideologies by creating a space in a social foundations course for teacher candidates to unlearn their stereotypical knowledge of race while analyzing and theorizing what it means to teach a diverse student population. When using such a methodology, the authors recommend that teacher candidates have access to a variety of cultural immersion and field experiences in communities of color. These experiences are critical to learning why they should and how they can talk about race and racism.

Using Critical Race Theory, Paulo Freire’s Problem-Posing Method, and Case Study Research to Confront Race and Racism in Education

An important tenet of Latina/o critical race theory (LatCrit) is to challenge dominant ideologies that mask racist beliefs and practices perpetrated against People of Color in the United States, particularly Latinas/os. In this article we utilize a LatCrit framework to theorize further the concept of racist nativism in the current sociopolitical moment, which is marked by significant anti‐immigrant sentiment. In doing so, we hope to understand better the contemporary experiences of People of Color and Latinas/os specifically. We show how many racial and ethnic groups throughout US history have experienced racist nativism, but argue that those targeted by it today tend to be Latinas/os in general, and Mexican immigrants in particular. In conceptually extending the notion of racist nativism we endeavor to go beyond the ‘symptoms’ of racism and toward naming the ‘disease’ that plagues US society – white supremacy. We argue that the legacy of white supremacy not only remains with us today, but profoundly info...

Getting beyond the ‘symptom,’ acknowledging the ‘disease’: theorizing racist nativism

Using critical race theory as a framework, this article provides an examination of access and availability of Advanced Placement (AP)1 courses and how they impact educational outcomes for Chicana/Latina2 students. To begin thinking critically about enrollment patterns of AP classes we ask the following questions: 1. How do school structures, processes, and discourses help maintain racial/ethnic/gender/class discrimination in access to AP/Honors classes? 2. How do Chicana/Latina students and parents respond to the educational structures processes, and discourses that help maintain racial/ethnic/gender/class discrimination in access to AP/Honors classes? 3. How can school reforms help end racial/ethnic/gender/class discrimination in access to AP/Honors classes? To answer these three questions, we examine a school district in California that serves a large population of Chicana/Latina students. Three different patterns emerged around access and availability of AP classes: 1. Chicana/Latina students are dispr...

A Critical Race Analysis of Advanced Placement Classes: A Case of Educational Inequality

Race is continually under construction through the various means of socialization. The chief agents of socialization are the family, government, school, church, peers and friendship networks, and of course the media. This chapter deals with the family as it applies to the production, manipulation, alteration and perpetuation of racial social constructs. Covert racism remains submerged, entangled in the centuries-old tentacles borne of exploitation, extortion, and hyper-oppression. Both 'genteel racism' and 'enlightened colonialism' makes reference to the form of bigotry associated within Western culture and its racial elite or high society. Racial profiling, the systematic singling out of racial and ethnic nonelites for differentially negative sanctions, is alive and well throughout America. Keywords:America; colonialism; covert racism; racial profiling; socialization

Daniel G. Solorzano

Papers

From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education.

Using Critical Race Theory, Paulo Freire’s Problem-Posing Method, and Case Study Research to Confront Race and Racism in Education

Getting beyond the ‘symptom,’ acknowledging the ‘disease’: theorizing racist nativism

A Critical Race Analysis of Advanced Placement Classes: A Case of Educational Inequality

Challenging Racial Battle Fatigue On Historically White Campuses: A Critical Race Examination Of Race-Related Stress