자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

/pdf/piecing-together-the-student-success-puzzle-research-4ojs1mt6ey.pdf

Piecing together the student success puzzle: research, propositions, and recommendations

https://ejournal.ukm.my/akademika/article/download/598/4025

Friction: An Ethnography of Global Connection

Grounded in Black feminist and critical race theories, legal scholar Kimberle Crenshaw introduced the term “intersectionality” to the academy in 1989 to demonstrate how U.S. structures, such as the...

Un/Doing Intersectionality through Higher Education Research

Little work has addressed the ways in which race and gender intersect and shape Black professors' experiences as they seek professional advancement. Framed by critical race theory, this qualitative study uses discourse analysis to analyze the narratives of 28 Black professors employed at two research universities. Findings suggest that faculty perceive race and gender influencing their evaluations for academic advancement , with key gender distinctions in discourses about teaching and service in relation to professional success. Black women appear to experience demands in these domains as more emotionally and physically taxing than their male counterparts, adding strain to the tenure and advancement process.

Marginalizing Merit?: Gender Differences in Black Faculty D/discourses on Tenure, Advancement, and Professional Success

This manuscript lays the foundation for a critical multiracial theory (MultiCrit) in education. The author uses extant literature and their own research that focused on multiraciality on the college campus to explore how CRT can move toward MultiCrit, which is well-positioned to frame multiracial students’ experiences with race in education.

Toward a Critical Multiracial Theory in Education.

While research on monoracial college students’ experiences with racial microaggressions increases, minimal, if any, research focuses on multiracial college students’ experiences with racial microag...

Multiracial college students’ experiences with multiracial microaggressions

In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master’s programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared.

Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs

Jessica C. Harris

Papers

Un/Doing Intersectionality through Higher Education Research

Marginalizing Merit?: Gender Differences in Black Faculty D/discourses on Tenure, Advancement, and Professional Success

Toward a Critical Multiracial Theory in Education.

Multiracial college students’ experiences with multiracial microaggressions

Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs