Lindsay Pérez Huber
Other affiliations: University of California, Los Angeles, American University, University of California
Bio: Lindsay Pérez Huber is an academic researcher from California State University, Long Beach. The author has contributed to research in topic(s): Critical race theory & Racism. The author has an hindex of 18, co-authored 30 publication(s) receiving 1831 citation(s). Previous affiliations of Lindsay Pérez Huber include University of California, Los Angeles & American University.
04 May 2015-Race Ethnicity and Education
TL;DR: In this article, critical race theory is used to explain how everyday forms of racism emerge in the everyday experiences of people of color, and they provide a framework for understanding and analyzing racial microaggressions that demonstrates how everyday racist events are systemically mediated by institutionalized racism.
Abstract: This conceptual article utilizes critical race theory (CRT) to explain how everyday forms of racism – racial microaggressions – emerge in the everyday experiences of People of Color. We provide a framework for understanding and analyzing racial microaggressions that demonstrates how everyday racist events are systemically mediated by institutionalized racism (i.e. structures and processes), and guided by ideologies of white supremacy that justify the superiority of a dominant group (whites) over non-dominant groups (People of Color). To demonstrate the conceptual utility of the framework, we utilize historical and contemporary examples of racial micoraggressions, and offer varied ways to use the framework in critical race research. We argue racial microaggressions can be a powerful ‘tool’ for identifying, disrupting, and dismantling the racism that marginalizes, subordinates and excludes People of Color in and outside of education.
01 Jan 2010-Educational Foundations
TL;DR: Oliverez et al. as mentioned in this paper examined how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California, and found that racist attitudes have manifested in the educational trajectories of the undocumented students.
Abstract: Introduction One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks--that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in our daily experiences to mediate our education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture (Solorano & Delgado Bernal, 2001). A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism (Perez Huber, et. al., 2008). This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article will provide a brief description of how CRT and, in particular, LatCrit have allowed researchers to develop the frame of racist nativism. Second, the framework of racist nativism will be described, including how it is used in this study. Third, this article will describe the data collection strategies, methodological approach and analysis process used to gather and analyze 20 critical race testimonio interviews. Following this description, I will present the findings that demonstrate the ways racist nativism, class and gender have manifested in the educational trajectories of the undocumented Chicana college students. The Need to Examine Undocumented Latina/o Educational Experiences There is a limited but growing body of research on the experiences of undocumented Latina/o immigrant students in the U.S. (Abrego, 2002; Bastida et. al., 2007; De Leon, 2005; Fields, 2005; Gonzales, 2007; Guillen, 2004; Madera, et. al., 2008; Oliverez et. al., 2006; Olivas, 1995, 2004; Pabon Lopez, 2005; Perez Huber & Malagon, 2007; Rangel, 2001; Rincon, 2005; Seif, 2004). We know that thousands of undocumented students graduate high schools throughout the country each year, but most are in state of California (Oliverez et. al., 2006). We also know that most undocumented immigrants in the U.S. are from Latin American countries, but Mexico in particular (Passel, 2006). The historical and continued efforts of U.S. foreign policy to ensure Mexican economic dependence on the United States suggests economic conditions in Mexico will continue to leave many Mexican citizens with no choice but to emigrate (Gonzalez & Fernandez, 2002). This means, until the U.S. enacts comprehensive immigration reform that offers the U.S. undocumented population with a path to citizenship, the number of undocumented Latina/o students will continue to grow. Research focusing on this group of students lags far behind this demographic growth. CRT, LatCrit, and Racist Nativism: An Intersectional Approach CRT and LatCrit. The overarching theoretical frameworks for this study are CRT, and in particular, LatCrit. CRT in educational research unapologetically centers the ways race, class, gender, sexuality and other forms of oppression manifest in the educational experiences of People of Color. CRT draws from multiple disciplines to challenge dominant ideologies such as meritocracy and colorblindness, which suggest educational institutions are neutral systems that function in the same ways for all students. This framework challenges these beliefs by learning and building from the knowledge of Communities of Color whose educational experiences are marked by oppressive structures and practices. The efforts of revealing racism in education is a conscious move toward social and racial justice and empowerment among Communities of Color (Solorzano & Yosso, 2001; Yosso 2006). LatCrit is an extension of the efforts of CRT in educational research. …
01 Dec 2009-Harvard Educational Review
TL;DR: Perez Huber as discussed by the authors used race testimonios of ten Chicana undergraduate students at a toptier research university to interrogate and challenge the racist nativist framing of undocumented Latina/o immigrants as problematic, burdensome, and "illegal."
Abstract: Using the critical race testimonios of ten Chicana undergraduate students at a toptier research university, Lindsay Perez Huber interrogates and challenges the racist nativist framing of undocumented Latina/o immigrants as problematic, burdensome, and "illegal." Specifically, a community cultural wealth framework (Yosso, 2005) is utilized and expanded to highlight the rich forms of capital existing within the families and communities of these young women that have allowed them to survive, resist, and navigate higher education while simultaneously challenging racist nativist discourses. Reflecting on her data and analysis, Perez Huber ends with a call for a human rights framework that demands the right of all students—and particularly Latinas/os—to live full and free lives.
TL;DR: This article used a Latina/o critical race theory (LatCrit) framework to disrupt a narrowly defined process of knowledge production in academia, informed by Eurocentric epistemologies and specific ideological beliefs.
Abstract: This article utilizes a Latina/o critical race theory (LatCrit) framework to disrupt a narrowly defined process of knowledge production in academia, informed by Eurocentric epistemologies and specific ideological beliefs. This process has created an apartheid of knowledge in academia. Disrupting this apartheid allows critical race researchers to move forward in developing methodologies that can be used in anti‐racist social justice research. This article describes the use of testimonio as methodology in a LatCrit research study. This conceptual piece will describe how theory, methodology, and epistemology led to the development, collection, and analysis of 40 testimonio interviews with undocumented and US‐born Chicana college students. Specific methodological strategies for employing testimonio in LatCrit research are also provided.
05 Jun 2008-Contemporary Justice Review
TL;DR: In this paper, Latina/o critical race theory (LatCrit) is utilized to theorize further the concept of racist nativism in the current sociopolitical moment, which is marked by significant anti-immigrant sentiment.
Abstract: 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...
01 Jun 1994-Journal of Pediatric Nursing
TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.
Abstract: In undergoing this life, many people always try to do and get the best. New knowledge, experience, lesson, and everything that can improve the life will be done. However, many people sometimes feel confused to get those things. Feeling the limited of experience and sources to be better is one of the lacks to own. However, there is a very simple thing that can be done. This is what your teacher always manoeuvres you to do this one. Yeah, reading is the answer. Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality. How can it be?
01 Jan 1993-Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies
TL;DR: In the past decade, a large body of multidisciplinary research has begun to undermine the authority of this narrow interpretation of literacy by situating literacy in larger social practices as discussed by the authors.
Abstract: Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading and writing abilities This narrow interpretation of literacy, an offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary research has begun to undermine the authority of this perspective by situating literacy in larger social practices
01 Jan 2014
TL;DR: In this paper, Cardozo et al. proposed a model for conflict resolution in the context of bankruptcy resolution, which is based on the work of the Cardozo Institute of Conflict Resolution.
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01 Jan 1986-Educational Studies