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

For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of the...

Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge:

Race and Racism w “Why Are All the Black Kids Sitting Together in the Cafeteria?” featuring Dr. Beverly Tatum’s book. w “Recovering from Racism: Redefining What it Means to be White.” w “50th Anniversary of Brown vs. Board of Education.” w “The Mis-Education of the Negro” featuring Dr. Carter Woodson’s book. w “Moving Past the Margins: Creating successful strategies for Black males on campus,” presenting the Black Male Development Initiative (BMDI). w “He had a Dream... What is Yours?” Addressing Dr. King’s “I Have a Dream” speech and its current relevance in our society. w “Demystifying Malcolm X.” w “Racial Stereotyping and Responses to Terrorism.” w “Racial Stereotyping – Responding to Fear.” w “Free, White and (over) 21: Being White in a Multicultural World.” w “Constructing Race and Ethnicity in the 21st Century.” w “How did I Learn about Culture and Race?” Sharing your personal experiences and memories of moments where you become aware of similarities and differences among people. w “ABC: American-Born... and Confused?” w “The Invisible Asian: Where are the Asians in Diversity?” w “100 Years of Race Talk: Is It Enough?”

Why Are All the Black Kids Sitting Together in the Cafeteria

In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solorzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions—interpersonal microaggressions, racial jokes, and institutional microaggressions—and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins.

Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates

The University as an institution is a key arena where "legitimate" knowledge is established. While discourses of power may have qualities of constraint and repression, they are not, nor have they ever been, uncontested. Indeed, the process of determining what is "legitimate knowledge" and for what purpose that knowledge should be produced is a political debate that rages in the University. Our presence, as working-class people of color (especially women of color), in an institution which values itself on its elitist criteria for admission, forces the debates and challenges previously sacred canons of objective truth.It is probably for this reason that our presence here is so complex--and so important (Cordova, 1998, p. 18).

An Apartheid of Knowledge in Academia: The Struggle over the "Legitimate" Knowledge of Faculty of Color.

Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy and practical approaches to enhancing the success of Latina/o college students.

Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress

This article uses critical race theory (CRT) and Latina/o critical theory (LatCrit) to analyze the main findings of a longitudinal study of Chicana/o college students. Having found that when Chicana/o college students associate with other Chicano/as, their socially conscious values are reinforced, they increase their likelihood of pursuing careers in service of their communities, and they are more inclined to become involved in community service activities after college, this article adopts CRT and LatCrit to analyze the relationship between Chicano/a college students and their Chicana/o peers, within the broader racialized context of higher education. It examines how the arguments supporting the “racial balkanization” myth are framed by institutional racism, and reveals how and why Chicana/o college students benefit from associating with their Chicana/o student peer groups by drawing from their cultural resources to mitigate the racialized barriers erected by universities. The analysis argues for utilizi...

Self‐segregation or self‐preservation? A critical race theory and Latina/o critical theory analysis of a study of Chicana/o college students

Critical race theory requires the examination of institutional policies, programs, and practices that interfere with Latino students' rights and abilities to receive the best educational opportunities available within higher education. With attention to an ethic of caring and social justice, student services staff can work to undo the effects of racism on campus.

Practical considerations of critical race theory and Latino critical theory for Latino college students

On June 28, 2007, the U.S. Supreme Court issued its opinion in Parents Involved in Community Schools v. Seattle School District No. 1, et al. (2007). The central issue in this case focused on the constitutionality of using race as a voluntary means to educational ends in elementary and secondary school desegregation plans in Seattle (and Louisville, Kentucky), and the majority opinion ruled that the U.S. Constitution is “color-blind” and that for schools that were never guilty of segregation by race, “the way to stop discrimination on the basis of race is to stop discriminating on the basis of race” (pp. 40-41). This color-blind interpretation of the law and legal policy has had a major ideological and substantive impact on the administrative organization of schools and postsecondary education. In this special issue of Educational Administration Quarterly, we argue that critical race theory (CRT) is a valuable lens with which to analyze and interpret administrative polices and procedures in educational institutions and provides avenues for action in the area of racial justice. CRT has emerged from the legal arena to uncover the deep patterns of exclusion and what is taken for granted with respect to race and privilege (Ladson-Billings, 1998). It relies on various strands of social

Octavio Villalpando

Papers

An Apartheid of Knowledge in Academia: The Struggle over the "Legitimate" Knowledge of Faculty of Color.

Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress

Self‐segregation or self‐preservation? A critical race theory and Latina/o critical theory analysis of a study of Chicana/o college students

Practical considerations of critical race theory and Latino critical theory for Latino college students

A Racecialized) Perspective on Education Leadership: Critical Race Theory in Educational Administration