Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate

doi:10.17763/HAER.79.4.R7J1XN011965W186

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Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate

Journal Article•DOI•

Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate

Lindsay Pérez Huber¹•Institutions (1)

University of California, Los Angeles¹

01 Dec 2009-Harvard Educational Review (Harvard Education Publishing Group)-Vol. 79, Iss: 4, pp 704-730

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."

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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.

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Journal Article•DOI•

Working the Boundaries: Race, Space, and “Illegality” in Mexican ChicagoWorking the Boundaries: Race, Space, and “Illegality” in Mexican Chicago, by GenovaNicholas P. De. Durham, NC: Duke University Press, 2005. 329 pp. $22.95 paper. ISBN: 0822336154.

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Rodolfo F. Acuña

01 Jul 2006-Contemporary Sociology

TL;DR: In this paper, the authors examined the personal commitment of early missionaries in the Korean mission and found that individual attitudes, commitment, and the nature and frequency of encounters with Koreans were significant factors in the variation.

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Abstract: mission identity, policy, and direction in the midst of two conflicting Korean responses; a relatively favorable reception of Christianity on the one hand, and a strong demand for the implementation of secular education from Korean leaders and intellectuals on the other. During initial years of the Korean mission, missionary activities were focused primarily in medicine and education due to legal restrictions against Christianity outside of these sectors. Going into the 1890s, the mission priority shifted to evangelism due largely to the strong personal commitment on the part of two leading missionaries, Horace G. Underwood and Samuel Moffett. Chapter 3 focuses on the issue of identification. Missionaries made efforts to overcome barriers of national, cultural and racial bias and superiority in light of the ideals of the Christian mission with varying degree of success. The author discovers that individual attitudes, commitment, and the nature and frequency of encounters with Koreans were significant factors in the variation. In chapters 4 and 5, the author examines the home, family, and the type of work missionaries engaged in and how these respective factors affected Korean encounters and identification. Chapter 6 looks at the ways in which conflicts are negotiated and resolved between the American missionaries’ priority on evangelism and Korean Christians’ emphasis on nationalism and modernization. Although American missionaries gradually accommodated the demands for higher education originating from Korean church leaders, the strong emphasis on evangelical activities from early missionaries worked to establish the conservative and evangelical tone of Korean Christianity that still exists today. In order to adequately understand the history of the Korean church, it is imperative to learn what these early pioneers had in mind for its nature and future direction. The strength of this book lies in the original way it deals with subjective interpretations from the key actors who formulated and modified early mission policy and vision through everevolving interactions with, responses to, and demands of Koreans. The analysis is objective and fair, free of the nationalistic biases often found in the writings of modern Korean history by Korean authors. However, the inclusion of a couple of additional key elements may have added to the overall analysis. Horace G. Underwood is known, especially to older Koreans, as Won Du-woo. Many other missionaries also had Korean names, and a more detailed explanation as to the significance of name adoption among missionaries may have provided more insight into the study of identity formulation. Methodist missionaries also constituted a significant portion of the Christian mission, and many of the medical and/or educational mission projects in Korea were jointly sponsored by Presbyterians and Methodists. At least a minor reference to the contribution of Methodist missions and their mutual influences on the formulation of the mission identity and policy would have been helpful. Overall, the book is a significant contribution to the knowledge and understanding of the roots of the Korean Christian phenomenon.

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204 citations

Journal Article•DOI•

The Latino Threat: Constructing Immigrants, Citizens and the Nation

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David Fitzgerald¹•Institutions (1)

University of California, San Diego¹

01 Feb 2011-Journal of Ethnic and Migration Studies

TL;DR: Helbling et al. as mentioned in this paper studied the effect of economic factors on the outcome of naturalisation processes and concluded that authorities' emphasis on applicants' records in this regard cannot be explained by local politicians' unwillingness to support these residents financially.

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Abstract: knowledge of local languages and political structures, their willingness to renounce their homeland citizenship despite the Swiss recognition of dual citizenship, and their lack of a record of unemployment and dependence on welfare benefits. While this appears to contradict his initial rejection of economic factors as explanatory variables, Helbling concludes that authorities’ emphasis on applicants’ records in this regard cannot be explained by local politicians’ unwillingness to support these residents financially. Rather, it is due to the symbolic importance assigned to being a ‘good’ Swiss citizen who is not dependent on the state. This level of analytical depth was made possible by the study’s qualitative component, focusing on individual actors whose recommendations affect the outcome of naturalisation processes. Though the qualitative component of the study appears to be modelled closely on the quantitative sections of the work, overall the methodological rigour undertaken and the theoretical and analytical sophistication achieved are impressive. The quantitative analyses pursued are very thorough, with multiple models controlling for variables presented as important in the citizenship and integration literature. Although there is room for debate on the way in which indicators have been calculated, ultimately the study represents a valuable effort to quantify contextual and vague processes, allowing, then, for comparisons across otherwise incomparable locales. The study also goes beyond the more usual approach of focusing either on the applicant (the immigrant) or on national policy. In so doing, it presents a missing link: the people who receive and process applications, conduct interviews, and present cases to the final decision-makers. The book is a ‘must read’ for any student of citizenship. Zeynep Kilic University of Alaska Anchorage # 2011 Zeynep Kilic

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195 citations

Journal Article•DOI•

Employing Multilevel Intersectionality in Educational Research Latino Identities, Contexts, and College Access

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Anne-Marie Núñez¹•Institutions (1)

University of Texas at San Antonio¹

01 Mar 2014-Educational Researcher

TL;DR: In this paper, a conceptual model of intersectionality for educational research is proposed to address how different levels of analysis, types of practices, and relationships between social categories separately or together affect educational opportunities.

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Abstract: The theoretical framework of intersectionality shows much promise in exploring how multiple social identities and their relationships with interlocking systems of power influence educational equity, particularly for historically underserved groups in education. Yet, social scientists have critiqued this framework for not adequately specifying how these dimensions shape life opportunities. This essay draws on the work of sociologist Floya Anthias to advance a conceptual model of intersectionality for educational research. This model addresses how different levels of analysis, types of practices, and relationships between social categories separately or together affect educational opportunities. To illustrate the model’s utility in research, policy, and practice, I apply this model to understand contextual influences on Latino im/migrant students’ college access.

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139 citations

Cites background from "Challenging Racist Nativist Framing..."

...…as “illegal aliens” can also exacerbate discursive stereotypes and perpetuate discrimination toward Latino students, which can shape teachers’ perceptions of Latino im/migrant students’ abilities in negative ways (Huber, 2009; Massey & Pren, 2012; SuárezOrozco, Suárez-Orozco, & Todorova, 2008)....
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...The media’s use of the term “illegal alien” to refer to undocumented students diminishes these students’ potential, and if Latinos are conflated with undocumented im/migrants, diminishes the view of Latinos as well (Huber, 2009; Martínez Alemán, 2006; Massey & Pren, 2012)....
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...…quite similar to CRT in most respects (Villalpando, 2004), Latino Critical Race Theory (LatCrit) also focuses on the intersection between and salience of other key social identities for Latinos, such as ethnicity, immigration, language, and citizenship status (Huber, 2009; Zambrana & Dill, 2009)....
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...Perceptions of Latinos as “illegal aliens” can also exacerbate discursive stereotypes and perpetuate discrimination toward Latino students, which can shape teachers’ perceptions of Latino im/migrant students’ abilities in negative ways (Huber, 2009; Massey & Pren, 2012; SuárezOrozco, Suárez-Orozco, & Todorova, 2008)....
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...Though quite similar to CRT in most respects (Villalpando, 2004), Latino Critical Race Theory (LatCrit) also focuses on the intersection between and salience of other key social identities for Latinos, such as ethnicity, immigration, language, and citizenship status (Huber, 2009; Zambrana & Dill, 2009)....
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Journal Article•DOI•

Undocumented Undergraduates on College Campuses: Understanding Their Challenges and Assets and What It Takes to Make an Undocufriendly Campus

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Carola Suárez-Orozco¹, Dalal Katsiaficas¹, Olivia Birchall¹, Cynthia M. Alcantar¹, Edwin Hernandez¹, Yuliana Garcia¹, Minas Michikyan¹, Janet Cerda¹, Robert T. Teranishi¹ - Show less +5 more•Institutions (1)

University of California, Los Angeles¹

17 Sep 2015-Harvard Educational Review

TL;DR: Suarez-Orozco et al. as mentioned in this paper investigated how to improve undocumented undergraduate student experiences across a variety of US campuses, drawing on a national survey of diverse undocumented undergraduates attending two and four-year public and private institutions of higher education.

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Abstract: In this article, Carola Suarez-Orozco and colleagues investigate how to improve undocumented undergraduate student experiences across a variety of US campuses. The authors draw on a national survey of diverse undocumented undergraduates attending two- and four-year public and private institutions of higher education. Using an ecological framework that accounts for risk and resilience, Suarez-Orozco and colleagues provide insights into the challenges undocumented undergraduates face and the assets they bring as they navigate their educational contexts. The authors also consider the role of campuses in shaping these experiences and make recommendations, based on quantitative data and the perspectives of students, for creating undocufriendly campuses.

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125 citations

Journal Article•DOI•

Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions

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Lindsay Pérez Huber¹•Institutions (1)

University of California, Los Angeles¹

01 Aug 2011-Educational Studies

TL;DR: This paper used a Latina/o critical theory framework (LatCrit), as a branch of critical race theory (CRT) in education, to understand how discourses of racist nativism emerged in California public K-12 education for Chicana students.

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Abstract: This article uses a Latina/o critical theory framework (LatCrit), as a branch of critical race theory (CRT) in education, to understand how discourses of racist nativism—the institutionalized ways people perceive, understand and make sense of contemporary US immigration, that justifies native (white) dominance, and reinforces hegemonic power—emerge in California public K–12 education for Chicana students. I use data from 40 testimonio interviews with 20 undocumented and US-born Chicana students, to show how racist nativist discourses have been institutionalized in California public education by English hegemony, that maintains social, political, and economic dominance over Latina/o students and communities, regardless of actual nativity. Teacher practices of English dominance is a manifestation of this hegemony that can be articulated by the concept of racist nativist microaggression—systemic, everyday forms of racist nativism that are subtle, layered, and cumulative verbal and non-verbal assaults directe...

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118 citations

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References

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Book•

Constructing grounded theory : a practical guide through qualitative analysis

[...]

Kathy Charmaz

01 Jan 2006

TL;DR: K Kathy Charmaz's excellent and practical guide to grounded theory in nursing and how to do qualitative research in nursing is welcomed.

...read moreread less

Abstract: An Invitation to Grounded Theory Gathering Rich Data Coding in Grounded Theory Practice Memo-Writing Theoretical Sampling, Saturation and Sorting Reconstructing Theory in Grounded Theory Studies Writing the Draft Reflecting on the Research Process

...read moreread less

16,556 citations

Journal Article•DOI•

Constructing grounded theory : A practical guide through qualitative analysis

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Eva Brink, Lotta Dellve, Ulrika Hallberg, Kajsa H Abrahamsson, Gunilla Klingberg, Kerstin Wentz - Show less +2 more

09 Jan 2006-International Journal of Qualitative Studies on Health and Well-being

TL;DR: Charmaz as mentioned in this paper presented a practical guide through qualitative analysis to construct grounded theory, using qualitative analysis, and showed that qualitative analysis can be used to understand grounded theory in a practical way.

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Abstract: BOOK REVIEW: Constructing grounded theory. A practical guide through qualitative analysis Kathy Charmaz, 2006, 208 pp. London: Sage. ISBN 2005928035

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11,206 citations

"Challenging Racist Nativist Framing..." refers background or methods in this paper

...In the first phase, I used a grounded, line-by-line approach to develop initial codes and identify tentative thematic categories (Charmaz, 2006)....
[...]
...Leo Chávez (2001, 2008) and Otto Santa Ana (2002) describe how constructions of Latina/o immigrants as criminal, dangerous, and threatening to an “American” way of life are reiterated in the media, bombarding public discourse with negative images of Latina/o immigrants, which in turn reinforce the “illegal” frame. It is clear that the “illegal” frame targets a specific group of immigrants. As Chávez (2001, 2008) and Santa Ana (2002) show in their work on media images, negative portrayals of undocumented immigration overwhelmingly target Latinas/os....
[...]
...Leo Chávez (2001, 2008) and Otto Santa Ana (2002) describe how constructions of Latina/o immigrants as criminal, dangerous, and threatening to an “American” way of life are reiterated in the media, bombarding public discourse with negative images of Latina/o immigrants, which in turn reinforce the “illegal” frame....
[...]

Book•

Borderlands/La Frontera: The New Mestiza

[...]

Gloria Anzaldua

01 Jan 1987

TL;DR: A certified borderlandsla frontera the new mestiza that has actually been created by still puzzled how you can get it? Well, simply read online or download by signing up in our website below.

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Abstract: borderlandsla frontera the new mestiza by is just one of the very best seller books in the world? Have you had it? Not at all? Foolish of you. Now, you can get this fantastic book just below. Discover them is format of ppt, kindle, pdf, word, txt, rar, as well as zip. Just how? Just download and install or even review online in this website. Now, never ever late to read this borderlandsla frontera the new mestiza. Searching for the majority of sold book or reading resource worldwide? We offer them all in format kind as word, txt, kindle, pdf, zip, rar and also ppt. one of them is this certified borderlandsla frontera the new mestiza that has actually been created by Still puzzled how you can get it? Well, simply read online or download by signing up in our website below. Click them. This is really going to save you time and your money in something should think about. If you're seeking then search around for online. Without a doubt there are several these available and a lot of them have the freedom. However no doubt you receive what you spend on. An alternate way to get ideas would be to check another borderlandsla frontera the new mestiza. GO TO THE TECHNICAL WRITING FOR AN EXPANDED TYPE OF THIS BORDERLANDSLA FRONTERA THE NEW MESTIZA, ALONG WITH A CORRECTLY FORMATTED VERSION OF THE INSTANCE MANUAL PAGE ABOVE.

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5,812 citations

"Challenging Racist Nativist Framing..." refers background in this paper

...Gloria Anzaldúa (1999) emphasizes the indigenous influences of Chicana spirituality. She explains that for Chicana women, “our faith is rooted in indigenous attributes, images, symbols, magic and myth” (p. 52), such as the belief in La Virgen de Guadalupe. Godinez (2006) found a spirituality to be “woven” throughout the identities and worldviews of Chicana students that was used to negotiate and navigate their daily experiences. Finally, Delgado Bernal (2001) found spirituality to be a “source of inspiration” among Chicana college students who practiced varying forms of spirituality, such as lighting a candle, displaying a picture of La Virgen, and talking to relatives who have passed on....
[...]
...Gloria Anzaldúa (1999) emphasizes the indigenous influences of Chicana spirituality. She explains that for Chicana women, “our faith is rooted in indigenous attributes, images, symbols, magic and myth” (p. 52), such as the belief in La Virgen de Guadalupe. Godinez (2006) found a spirituality to be “woven” throughout the identities and worldviews of Chicana students that was used to negotiate and navigate their daily experiences....
[...]
...Gloria Anzaldúa (1999) emphasizes the indigenous influences of Chicana spirituality....
[...]

Journal Article•DOI•

Whose culture has capital? A critical race theory discussion of community cultural wealth

[...]

Tara J. Yosso

01 Mar 2005-Race Ethnicity and Education

TL;DR: The authors conceptualized community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital, shifting the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focusing on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged.

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Abstract: 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.

...read moreread less

4,897 citations

"Challenging Racist Nativist Framing..." refers background or methods in this paper

...” 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....
[...]
...…past research that explains how community cultural Challenging Racist Nativist Framing lindsay pérez huber wealth capital can shift and overlap (Yosso, 2005, 2006; Yosso & García, 2007), we see how particular forms of community cultural wealth intersected in the lived experiences of these…...
[...]
...…was where the community cultural wealth of undocumented students converged to provide a set of navigational skills that could be utilized not only to get through the institution but to transform their current situations, exercising what Yosso (2005) describes as transformative resistant capital....
[...]
...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…...
[...]
...Yosso (2005) defines linguistic capital as “the intellectual and social skills attained through communication experiences in more than one language and/or style” (p. 78)....
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Book•

Critical Race Theory: An Introduction

[...]

Richard Delgado¹, Jean Stefancic¹•Institutions (1)

University of Alabama¹

01 Jan 2001

TL;DR: The Critical Race Theory (CRT) movement as discussed by the authors was one of the first movements of critical race theory in the 20th century and has been studied extensively in the last few decades.

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Abstract: Acknowledgments Foreword Preface I A. What Is Critical Race Theory? B. Early Origins C. Relationship to Previous Movements D. Principal Figures E. Spin-off Movements F. Basic Tenets of Critical Race Theory G. How Much Racism Is There in the World? H. Organization of This Book II A. Interest Convergence, Material Determinism, and Racial Realism B. Revisionist History C. Critique of Liberalism D. Structural Determinism III A. Opening a Window onto Ignored or Alternative Realities B. Counterstorytelling C. Cure for Silencing D. Storytelling in Court E. Storytelling on the Defensive IV A. Intersectionality B. Essentialism and Antiessentialism C. Nationalism versus Assimilation V A. The Black-White Binary B. Critical White Studies C. Other Developments: Latino and Asian VI VII A. Right-Wing Offensive B. Postracialism and a Politics of Triangulation C. Power D. Identity VIII A. The Future B. A Critical Race Agenda for the New Century C. Likely Responses to the Critical Race Theory Movement Glossary of Terms Index About the Authors

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4,012 citations

"Challenging Racist Nativist Framing..." refers background in this paper

...CRT was first developed as a theoretical tool by critical legal scholars to recognize the marginalized experiences of People of Color in the law (Delgado & Stefancic, 2001)....
[...]
...Ruth Trinidad Galván (2006) explains, “If we truly come to understand spirituality as that essence that moves us, that makes us whole, that gives us strength, then essentially, spirituality gives us hope” (p. 173)....
[...]
...Ruth Trinidad Galván (2006) explains, “If we truly come to understand spirituality as that essence that moves us, that makes us whole, that gives us strength, then essentially, spirituality gives us hope” (p....
[...]