Journal Article•
Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students
01 Jan 2010-Educational Foundations (Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com)-Vol. 24, pp 77-96
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. …
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TL;DR: In this paper, intersectional perspectives on gender and gender identity development among college students are analyzed and compared with the perspective of the authors of this paper. But they focus on gender identity.
Abstract: The authors analyze intersectional perspectives on gender and gender identity development among college students.
15 citations
TL;DR: Palavras-chave et al. as discussed by the authors highlighted LatCrit's foundational propositions, key contributions, and ongoing efforts to cultivate new generations of ethical advocates who can systemically analyze the sociolegal conditions that engender injustice and intervene strategically to help create enduring sociolegal, and cultural, change.
Abstract: DOI: 10.1590/2179-8966/2021/59628. Abstract LatCrit theory is a relatively recent genre of critical “outsider jurisprudence” – a category of contemporary scholarship including critical legal studies, feminist legal theory, critical race theory, critical race feminism, Asian American legal scholarship and queer theory. This paper overviews LatCrit’s foundational propositions, key contributions, and ongoing efforts to cultivate new generations of ethical advocates who can systemically analyze the sociolegal conditions that engender injustice and intervene strategically to help create enduring sociolegal, and cultural, change. The paper organizes this conversation highlighting Latcrit’s theory, community and praxis. Keywords : LatCrit Theory; Anti subordination; OutCrit Theory. Resumo A teoria LatCrit e um genero relativamente recente de teoria do direito "outsider" - uma categoria de estudos juridicos contemporâneos incluindo os estudos juridicos criticos, a teoria juridica feminista, teoria critica da raca, feminismo critico da raca, estudo juridico asiatico-americano e teoria queer. Este artigo traca um panorama das proposicoes fundacionais do LatCrit, suas contribuicoes principais e esforcos atuais para cultivar novas geracoes de advogados eticos que possam analisar sistematicamente as condicoes sociojuridicas que engendram injustica e intervir estrategicamente para ajudar a criar mudanca sociojuridica e cultural duradoura. O artigo organiza essa conversacao destacando a teoria, a comunidade e a pratica do LatCrit. Palavras-chave : LatCrit Teoria; Anti-subordinacao; OutCrit Teoria.
15 citations
01 Feb 2019
TL;DR: The authors used structural equation modeling (SEM) to analyze online questionnaire data from 681 Latina/o undergraduates to examine the association between racial microaggressions and college persistence attitudes, and the associations between persistence attitudes and two collectivistic coping responses (i.e., forbearance and social support seeking) to microaggressive stress.
Abstract: Despite narrowing the gap in enrollment and achieving a record number of degrees conferred on Latina/o college students, Latina/o young adults complete their bachelor’s degree at rates lower than all other major racial/ethnic groups. Research has demonstrated the harmful impact of microaggressions on the educational aspirations, withdrawal behavior, and academic persistence decisions of Latina/o students. The purposes of the present study were to examine (a) the association between racial microaggressions and college persistence attitudes, (b) the associations between persistence attitudes and two collectivistic coping responses (i.e., forbearance and social support seeking) to microaggressive stress, and (c) the interactions between coping styles and microaggressions. This study used structural equation modeling (SEM) to analyze online questionnaire data from 681 Latina/o undergraduates. Findings indicated less racial microaggressions, &bgr; = −.24, p < .001, more social support seeking, &bgr; = .23, p < .001, and less forbearance coping, &bgr; = −.09, p = .03, were each independently associated with higher persistence attitudes. A statistically significant interaction, B = .74, p = .04, indicated racial microaggressions had a stronger negative association with persistence attitudes when forbearance coping was low than when it was high. Findings and implications are discussed to inform efforts to build resiliency and agency against this insidious form of racism. A pesar de reducir la brecha en la matrícula y lograr un número récord de títulos universitarios otorgados a las/os estudiantes Latinas/os, adultas/os Latinas/os obtienen su licenciatura a tasas más bajas que todos los otros grupos raciales/étnicos mayores. Investigaciones han demostrado el impacto perjudicial de las microagresiones en las aspiraciones educativas, el comportamiento de retirada, y las decisiones de persistencia académica de las/os estudiantes Latinas/os. Los objetivos del presente estudio fueron examinar a) la asociación entre las microagresiones raciales y las actitudes de persistencia académica, b) las asociaciones entre las actitudes de persistencia y dos tipos de enfrentamiento colectivista (es decir la abstención y la búsqueda de apoyo social) como respuestas al estrés microagresivo, y c) las interacciones entre estilos de afrontamiento y microagresiones. Este estudio utilizó el modelo de ecuaciones estructurales (SEM) para analizar los datos de 681 estudiantes universitarios Latinas/os que completaron cuestionarios en línea. Los resultados indicaron menos microagresiones raciales, &bgr; = −0,24, p < 0,001, más búsqueda de apoyo social, &bgr; = 0,23, p < 0,001, y menos enfrentamiento por abstención, &bgr; = −0,9, p = 0,03, fueron cada uno asociadas con mayor actitud de persistencia. Una interacción estadísticamente significativa, B = 0,74, p = 0,04, indicó que las microagresiones raciales tenían una asociación negativa más fuerte con actitudes de persistencia cuando el afrontamiento por abstención era bajo, que cuando era alto. Las conclusiones y las implicaciones se discuten para informar a los esfuerzos para aumentar la resiliencia y el sentido de agencia contra esta forma insidiosa de racismo.
15 citations
Cites background from "Using Latina/o Critical Race Theory..."
...The reader is encouraged to consult Pérez Huber and Solórzano’s (2014) critical race theory framework for understanding racial microaggressions as the everyday reflections of institutional racism and the ideology of White supremacy that justifies these manifestations of racial oppression on the interpersonal level....
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...Thus, it is important to consider an intersectionality framework in future studies (Núñez, 2014; Pérez Huber, 2010)....
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01 Jan 2016
14 citations
Cites background or methods from "Using Latina/o Critical Race Theory..."
...…is concerned with a progressive sense of a coalitional Latina/o pan-ethnicity (Valdes, 1996), and seeks to better articulate the experiences of the Latina/o community through a more focused examination of their unique forms of oppression (Pérez Huber, 2010; Solórzano & Delgado Bernal, 2001)....
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...LatCrit is used to reveal the ways Latinas/os experience race, class, gender, and sexuality, while also acknowledging issues of nationality, language, immigration status, ethnicity and culture (Bernal, 2002; Pérez Huber, 2010; Solórzano & Delgado Bernal, 2001)....
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...Nativism is utilized as a function to exclude immigrants from full participation in U.S. society by limiting their political, social, and legal status (Galindo & Vigil, 2006; Johnson, 1997; Perea, 1997; Perez Huber, 2010; Sanchez, 1997)....
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...The Arizona context marked by antiimmigrant sentiment affecting DLPs access for Latinas/os can be explained through the 47 LatCrit lens to challenge the dominant discourse that fails to acknowledge the Latina/o lived experiences (Bernal 2002; Pérez Huber 2010; Solórzano & Delgado Bernal, 2001)....
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...…ostracized from full participation in U.S. society by the implementation of policies and laws to minimize, if not completely eliminate, their legal status as well as limit their political and social participation (Galindo & Vigil, 2006; Johnson, 1997; Perea, 1997; Perez Huber, 2010; Sanchez, 1997)....
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01 Jan 2016
TL;DR: The authors found that Latina leaders negotiate three cultures while leading: ethnic, mainstream and organizational culture, and that some barriers in the United States that Latinas describe might also positively contribute to their development as leaders.
Abstract: California is home to almost 15 million Latinos, however, according to the 2015 State of Higher Education Report for California, only 12% of the Latino population between the ages of 25 and 64 has a baccalaureate degree or higher, compared with 42% of the White population. Latina students have some of the lowest levels of educational attainment at every point in their K-12 journey and in general, very low occupational attainment. Given these troubling findings, this research sought to understand and tell the stories of Latinas in k-12 leadership positions in Southern California. In this study, Latinas describe how they successfully navigated through and were able to overcome many disparities to become effective educational leaders. The research questions that guided this study were: (a) How do Latina school principals describe their lived experiences as an academically successful Latina student in grades K-12? (b) How do Latina school principals describe their lived experiences during and after college as related to their development as leaders? (c) In what ways does the organizational culture of the K-12 setting influence or is influenced by a Latina leader? Using phenomenological research methods, in depth individual interviews with 10 Latina leaders examined how and in what ways participants prior experiences impact and manifest in their leadership practice. Some literature describe a hybrid space, which is the ethnic and mainstream culture that many Latinas must negotiate. However, results from this study support the addition of a third organizational culture, one that develops as a result of having authority within an educational institution. Thus this study posits that Latina leaders negotiate three cultures while leading: ethnic, mainstream and organizational culture. This research also found that some barriers in the United States that Latinas describe might also positively contribute to their development as leaders. The significance of this study is the possibility that the personal and professional experiences, as told in the stories that Latina educators shared, may enhance our understanding of this at-risk population, aiming to contribute positive counter-stories as exemplars and models for Latina youth living in the U.S. DEDICATION For all Latinas trying to make the world a better place.
14 citations
Cites background from "Using Latina/o Critical Race Theory..."
...According to the U.S. Census Bureau, the estimated Hispanic population in the United States in 2011 reached 52 million, one of the largest minority populations (U.S. Census Bureau, 2011)....
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...Characteristics of public, private, and Bureau of Indian Education elementary and secondary school principals in the United States: Results from the 2007–08 Schools and Staffing Survey (NCES 2009-323)....
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...This literature review has described the trajectory of the Latina experience in the United States....
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...As the Latina population continues to grow in the United States, their career development and leadership growth is still underrepresented in the literature (Hite, 2007)....
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...LatCrit provides a framework that illustrates how the racial and ethnic discourse can transition from a binary discourse to one that includes the struggles of Latina/os in the United States (Davila & de Bradley, 2010; Perez Huber, 2010)....
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References
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Book•
12 Oct 2017
TL;DR: The Discovery of Grounded Theory as mentioned in this paper is a book about the discovery of grounded theories from data, both substantive and formal, which is a major task confronting sociologists and is understandable to both experts and laymen.
Abstract: Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.
53,267 citations
"Using Latina/o Critical Race Theory..." refers methods in this paper
...A critical race grounded theory approach is developed from traditional grounded theory in qualitative research, which allows themes to emerge from data (Glaser & Strauss, 1967; Strauss & Corbin, 1990)....
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44,847 citations
TL;DR: In this article, the authors discuss the uses of literature and open coding techniques for enhancing theoretical sensitivity of theoretical studies, and give guidelines for judging a grounded theory study.
Abstract: Introduction Getting Started Theoretical Sensitivity The Uses of Literature Open Coding Techniques for Enhancing Theoretical Sensitivity Axial Coding Selective Coding Process The Conditional Matrix Theoretical Sampling Memos and Diagrams Writing Theses and Monographs, and Giving Talks about Your Research Criteria for Judging a Grounded Theory Study
28,999 citations
Book•
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.
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
16,556 citations
TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.
13,415 citations
"Using Latina/o Critical Race Theory..." refers methods in this paper
...A critical race grounded theory approach is developed from traditional grounded theory in qualitative research, which allows themes to emerge from data (Glaser & Strauss, 1967; Strauss & Corbin, 1990)....
[...]