Basics of qualitative research: Grounded theory procedures and techniques

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

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:

Affirming Diversity: The Sociopolitical Context of Multicultural Education

Microaggressions are subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously. Using critical race theory as a framework, the study described in this article provides an examination of racial microaggressions and how they influence the collegiate racial climate. Using focus group interview data from African American students at three universities, it reveals that racial microaggressions exist in both academic and social spaces in the collegiate environment. The study shows how African American students experience and respond to racial microaggressions. It also demonstrates how racial microaggressions have a negative impact on the campus racial climate. ... one must not look for the gross and obvious. The subtle, cumulative miniassault is the substance of today's racism... (Pierce, 1974, p. 516) In and of itself a microaggression may seem harmless, but the cumulative burden of a lifetime of microaggressions can theoretically contribute to diminished mortality, augmented morbidity, and flattened confidence. (Pierce, 1995, p. 281) These two epigraphs by psychiatrist Chester Pierce over a 21-year period speak volumes about an important, persistent, and underresearched social problem in the United States: racial microaggressions. Little is known about microaggressions, and yet this subtle form of racism has a dramatic impact on the lives of African Americans. Pierce and his colleagues have defined racial microaggressions as "subtle, stunning, often automatic, and nonverbal exchanges which are 'put downs' of blacks by offenders" (Pierce, Carew, Pierce-Gonzalez, & Wills, 1978, p. 66). They further maintain that these "offensive mechanisms used against blacks often are innocuous" and that the "cumulative weight of their never-ending burden is the major ingredient in black-white interactions" (p. 66). Additionally, Davis (1989) defined racial microaggressions as "stunning, automatic acts of disregard that stem from unconscious attitudes of white superiority and constitute a verification of black inferiority" (p. 1576). Racial microaggressions, or unconscious and subtle forms of racism, though pervasive, are seldom investigated (Delgado & Stefancic, 1992; Johnson, 1988; Lawrence, 1987; Sol6rzano, 1998). Occasionally, African American students get a glimpse into the world of unconscious racism as demonstrated in comments such as those related to us by students who participated in the study described in this article: "When I [a White person] talk about those Blacks, I really wasn't talking about you," "You [a Black person] are not like the rest of them. You're different," "If only there were more of them [Black people] like you [a Black person]," and "I don't think of you [a Black person] as Black." Referring to White authority figures in particular (i.e., judges and other criminal justice authorities), Davis (1989) has suggested that Whites are capable of such utterances because "cognitive habit, history, and culture [have made them] unable to hear the range of relevant voices and grapple with what reasonably might be said in the voice of discrimination's victims" (p. 1576). Subsequently, as Pierce (1974) maintained, each Black person "must be taught to recognize these microaggressions and construct his future by taking appropriate action at each instance of recognition" (p. 520). RACE, RAcism, AND RACIAL MICROAGGRESSIONS Our study of the collegiate racial climate and the effect of racial microaggressions begins by defining race and racism. One can argue that dominant groups often attempt to legitimate their position via ideological means or a set of beliefs that explains or justifies some actual or potential social arrangement. According to Banks (1995), an examination of U.S. history reveals that the "color line" of race is a socially constructed category, created to differentiate racial groups and to show the superiority or dominance of one race-in particular, Whites-over others. …

https://www.jstor.org/stable/pdfplus/2696265.pdf

Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students.

Introduction HOW DO LATINAS/OS ACROSS GENERATIONS AND ACROSS A RANGE OF CITIZENSHIP/ residency status construct, negotiate, and contest their cultural citizenship? What complexities exist as Latinas/os enact their forms of cultural citizenship? This essay analyzes and discusses data from our ongoing work with a school/university/community educational partnership. Named Adelante: A College Awareness and Preparatory Partnership, it was formed in Salt Lake City, Utah, in the spring of 2005. As exemplified by the quotes below, the first year of the partnership provided opportunities for kindergarteners, their parents, their university mentors, and university faculty and officials to begin to discuss their hopes and expectations of university attendance and community membership. The partnership provided spaces for the mainly Latina/o student population and community to discuss university attendance, and it allowed for this discourse to occur in university settings. It's fun [university visits] because everyday you get to go there and you get to be a student.... We have t-shirts that say "Future College Student" (Interview with Latina, U.S. citizen, Adelante kindergartner participant). Ella ahorita esta conociendo la universidad, se esta familiarizando con lo que seria en el futuro. Ella esta, por ejemplo en clases mas avanzadas que en la escuela. Que ya el experimento, los llevan aljardin, esta estudiando un poco mas. Entonces ella esta creciendo, esta captando nuevas cosas, no solo esta enfocada en el curriculo de la escuela y punto. O sea es algo mrs. [Right now she's getting to know the university. She's familiarizing herself with what she'll be in the future. For example, she's in more advanced programs than at school. Now she's doing experiments; they go to the garden, they're studying a little more. Therefore, she's growing, she's capturing new things, she's not just focused on school curriculum, period. It's something more.] (Interview with Latina, undocumented resident, Adelante mother participant). Como una mentor yo ... trabajo con los ninos para que salga a la luz todos esos recursos culturales que tienen ellos adentro.... Pero los ninos tambien nos sirven a nosotros como mentores porque ellos nos ofrecen su sabiduria sobre los asuntos que ... enfrentan ellos como ninos. [As a mentor I ... work with the children so that all the cultural resources that they posses will come to light.... But the children also mentor us because they provide us with their wisdom, sharing their lived experiences as children.] (Interview with Latina, documented U.S. resident, Adelante mentor participant). They [Adelante children and their families] are infusing life and breath into the campus community (Interview with Latina, third-generation U.S. citizen, university professor/administrator participant). Based on one academic year of parent and student interviews and participant observation data, we explored the tensions and complexities surrounding cultural and legal citizenship across different generations of these Utah Latinas/os. Studying citizenship across generations and across residency status allows educators and community activists to better understand how the meaning of citizenship is learned in various sets of relationships across transnational spaces and how knowledge about citizenship identity is shared among members in a community. We examined how the everyday cultural practices of this group of transnational and transgenerational Latinas/os, as well as their participation in the spring 2006 marches favoring immigration reform and a national boycott, transform the traditional meaning of "citizen." They can be understood as "pedagogies of cultural citizenship," that is, pedagogies grounded in everyday cultural practices that contribute to the teaching and learning of citizenship formation beyond the classroom. …

Transnational and Transgenerational Latina/o Cultural Citizenship Among Kindergarteners, Their Parents, and University Students in Utah

Latina/o Education and the Reciprocal Relationship between Theory and Practice

Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice

The author employs a testimonio to partake in the instructive and cathartic tradition of sharing experiences, mistakes, and (mis)understandings of parenting children of color. In doing so, she draw...

A testimonio of critical race feminista parenting: snapshots from my childhood and my parenting

Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of ...

Dolores Delgado Bernal

Papers

Transnational and Transgenerational Latina/o Cultural Citizenship Among Kindergarteners, Their Parents, and University Students in Utah

Latina/o Education and the Reciprocal Relationship between Theory and Practice

Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice

A testimonio of critical race feminista parenting: snapshots from my childhood and my parenting

Remembering and Revisiting Pedagogies of the Home