Maria C. Malagon

Bio: Maria C. Malagon is an academic researcher from California State University, Fullerton. The author has contributed to research in topics: Critical race theory & Scholarship. The author has an hindex of 10, co-authored 15 publications receiving 591 citations. Previous affiliations of Maria C. Malagon include University of California, Los Angeles.

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

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...

A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later

Abstract: this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, create decolonizing methodologies, and build upon what it means to utilize Chicana feminist epistemology in educational research. Moreover, they demonstrate how such work provides new narratives that embody alternative paradigms in education research. These alternative paradigms are aligned with the scholarship of Gloria Anzaldua, especially her theoretical concepts of nepantla, El Mundo Zurdo, and Coyolxauhqui. Finally, the authors offer researcher reflections that further explore the tensions and possibilities inherent in employing Chicana feminist epistemologies i...

Silenced Struggles: The Experiences of Latina and Latino Undocumented College Students in California

Abstract: Latinalo Critical Race Theory (LatCrit) exposes multiple forms of oppression Latinalo students experience, including race, class, gender, language, and immigration status We utilize this theoretical framework to examine critically the experiences of Latina and Latino undocumented college students in California public institutions of higher education Through six in-depth interviews with Latinal o undocumented college students, this Article explores the unique experiences and obstacles these students encounter in their college careers We offer several policy recommendations for California institutions to support better their Latinalo undocu- mented student populations under current legislative restrictions

Crossing the Finish Line:: Completing College at America’s Public Universities (Association for Institutional Research, May 30, 2010)

Abstract: Acknowledgments vii Preface xiii Chapter 1. Educational Attainment: Overall Trends, Disparities, and the Public Universities We Study 1 Chapter 2. Bachelor's Degree Attainment on a National Level 20 Chapter 3. Finishing College at Public Universities 32 Chapter 4. Fields of Study, Time-to-Degree, and College Grades 57 Chapter 5. High Schools and "Undermatching" 87 Chapter 6. Test Scores and High School Grades as Predictors 112 Chapter 7. Transfer Students and the Path from Two-Year to Four-Year Colleges 134 Chapter 8. Financial Aid and Pricing on a National Level 149 Chapter 9. Financial Aid at Public Universities 166 Chapter 10. Institutional Selectivity and Institutional Effects 192 Chapter 11. Target Populations 207 Chapter 12. Looking Ahead 223 Appendix A. The Modern Evolution of America's Flagship Universities by Eugene M. Tobin 239 Notes 265 List of Figures 337 List of Tables 347 List of Appendix Tables 349 References 357 Index 377

Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

Abstract: This article analyzes 255 articles published in seven peer-reviewed journals over a 10-year period and presents examples of how higher education researchers undertake the study of campus racial climates; racial differences in access, outcomes, and attainment; and the experiences of students, faculty, and administrators of color on predominantly White campuses without explicitly considering racism or attributing quantified racial inequities to racist institutional practices. The analysis found three consistent trends: (a) racial disparities are overwhelmingly attributed to factors other than racism, (b) scholars use semantic substitutes for "racism" and "racist," and (c) critical race theory is rarely used for conceptual sense-making.

Making the Most of College: Students Speak Their Minds

Abstract: riches understanding of the foundations and value of the constructivist methodology. Oddly, this book is part of Bergin and Garvey's \"Critical Studies in Education and Culture Series.\" Those familiar with this series might be disappointed with the book's lack of critical/cultural studies emphasis, especially in the theory and methods discussions, although Manning occasionally weaves critical and cultural studies issues (e.g., resistance, struggle, power) into her constructivist tapestry. Despite the unusual placement of this important book in this series, Rituals, Ceremonies, and Cultural Meaning in Higher Education makes an important contribution to the higher education and educational anthropology literature. In summary, Manning has prepared a scholarly work that will attract a diverse readership. It promotes a much-needed discussion about the role of anthropology, qualitative inquiry, and rituals in higher education. Hopefully it will serve as an inspiration for colleagues to continue to fill this void and enhance cultural learning.