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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01 Jan 2020
TL;DR: This paper explored the usefulness of Weidman's socialization models for understanding the socialization of Latinx undergraduate and graduate students and highlighted how Latinxs' background and dispositions serve as assets as they navigate the white normative contexts of higher education.
Abstract: This chapter explores the usefulness of Weidman’s socialization models for understanding the socialization of Latinx undergraduate and graduate students. Through a review of existing literature on Latinx undergraduate and graduate students’ integration, adjustment, and socialization, and through the lens of Latino Critical Theory (LatCrit), we highlight the ways in which Latinxs experience racist socializing contexts along the postsecondary educational pipeline and how this negatively affects their socialization process. Then, through the lens of Community Cultural Wealth (CCW), we highlight how Latinxs’ background and dispositions serve as assets as they navigate the white normative contexts of higher education. Based on this review, we challenge and rethink the Weidman models, offering theoretical suggestions for making them more applicable to the experiences of Latinxs along the postsecondary pipeline. We also offer a revised model that considers white supremacy as an underlying driving force in the socialization of Latinxs. We also add various forms of community cultural wealth to the model, and propose alternative, empowering socialization outcomes for Latinxs.
12 citations
Dissertation•
01 Mar 2014
TL;DR: In this paper, the authors examine education within a transnational capital movement framework, investigating the experiences of first-generation educated Bangladeshi immigrant women arriving in Britain between 1999 and 2007.
Abstract: This thesis examines education within a transnational capital movement framework, investigating the experiences of first-generation educated Bangladeshi immigrant women arriving in Britain between 1999 and 2007. Pierre Bourdieu’s sociology of education (1973, 1990 [1977]), his notions of forms of capital (1986), and a feminist perspective on these theories are utilized to explain the interplay of class and gender in educating middle-class Bangladeshi women, the economic and social value of these academic qualifications in migration, and the gendered dimension of social reproduction in their diaspora. In the discussion of Bangladeshi women in Britain, this thesis for the first time deals with educated women from that background (as opposed to the majority Sylheti community that has been the subject of much research). Its primary data are in-depth interviews with twenty-eight highly-educated Bangladeshi women across England. In my methodology chapter I discuss, inter alia, the problematic of researching social equals, and the possibilities and limitations of ‘partial knowledge’ within that context. My in-depth analysis of the narratives around the participants’ family, upbringing, education and gender structure establishes the theoretical relevance of Bourdieu’s concept of education as cultural capital in post-colonial, resource-poor Bangladeshi society. In discussing gender and the internationalization of higher education in this context, I revise Bourdieu’s definition of ‘academic capital’, proposing three main categories that operate in my participants’ lives: namely ‘elite’, ‘standard’ and ‘general’ academic capital. This thesis challenges the argument that human movement and capital movement are similar and equal by analysing the differentiated values of academic qualifications and academic capital in the advanced, neoliberal labour market of Britain where the host country’s specific ‘cultural capital’ is at play. Finally, my thesis extends knowledge about immigrant women’s involvement in the developing diasporic ‘middle class’ with an investigation of these educated Bangladeshi women’s social lives and ‘mother work’ in the framework of social reproduction. This thesis develops an original and new dialogue between skilled migration, the Bangladeshi community in Britain, and the dynamic of gender and social class across borders, inviting further debates within and beyond feminist thoughts around educated middle-class women’s migration and its far-reaching consequences in the contemporary transnational world.
Key Words: Education, Capital, Bangladeshi Women, Migration, Gender and Britain.
12 citations
09 Mar 2018
TL;DR: In this paper, the experiences of an assistant professor of elementary social studies methods at a predominantly white institution (PWI), who self-identifies as Chicano, intentionally situates Latinx immigration counter-narratives as oppositional stories to the master narrative of who belongs.
Abstract: This autoethnography examines the experiences of an assistant professor of elementary social studies methods at a predominantly White institution (PWI). Drawing on the Latina/o Critical Race Theory (LatCrit) methodology of testimonio, the assistant professor in this study, who self-identifies as Chicano, intentionally situates Latinx immigration counter-narratives as oppositional stories to the master narrative of “who belongs.” Using a Critical Race Theory (CRT) framework for analysis, this paper argues that counter-narratives serve as necessary correctives for reconceptualizing racist, essentialist, and nativist master narratives. This paper shows how social studies education courses in teacher preparation programs (TEPs) can serve as sites for counter-hegemonic resistance to the master narratives that racialize and criminalize recent Latinx immigrants.
12 citations
Dissertation•
01 Aug 2016
TL;DR: In this article, Solheim et al. presented a family social science research paper with a focus on family social sciences, which was published by University of Minnesota Ph.D. August 2016.
Abstract: University of Minnesota Ph.D. dissertation. August 2016. Major: Family Social Science. Advisor: Catherine Solheim. 1 computer file (PDF); xi, 236 pages.
11 citations
01 Jan 2016
11 citations
Cites background from "Using Latina/o Critical Race Theory..."
...…of these students, the findings in this study suggested school leaders first begin by acknowledging the existence of institutional barriers and recognize the voices of the students as experiential knowledge experts who speak to these issues (Huber, 2010; Solorzano & Bernal, 2001; Yosso, 2006)....
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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)....
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