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Journal Article•

Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students

Lindsay Pérez Huber
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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Citations
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Journal Article•DOI•
Teach for América The Latinization of U.S. Schools and the Critical Shortage of Latina/o Teachers

[...]

Jason Irizarry, Morgaen L. Donaldson
01 Feb 2012-American Educational Research Journal
TL;DR: This paper examined factors that influence the recruitment and retention of Latina/o teachers in U.S. schools and found that the perspectives and experiences of Latinas/os differ significantly from the dominant narrative on teacher recruitment and recruitment, which is largely defined by White teachers' career histories.
Abstract: Motivated by shifting demographics and the persistently low academic performance of Latinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline—high school students, undergraduate preservice teachers, and inservice teachers—the authors conclude that the perspectives and experiences of Latinas/os differ significantly from the dominant narrative on teacher recruitment and retention, which is largely defined by White teachers’ career histories. The findings of this study serve as an important race- and culture-conscious counternarrative that can inform efforts to systematically diversify the teaching profession.

129 citations

Cites background from "Using Latina/o Critical Race Theory..."

  • ...…center race in examinations of power, LatCrit aims to extend the focus of analyses to include the intersections between race and other variables, including but not limited to class, gender, language, ethnicity, and immigration status (Delgado & Stefancic, 2001; Huber, 2010; Yosso, 2006a)....

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Journal Article•DOI•
Un/Doing Intersectionality through Higher Education Research

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Jessica C. Harris1, Lori D. Patton2•
University of California, Los Angeles1, Indiana University – Purdue University Indianapolis2
04 May 2019-The Journal of Higher Education
TL;DR: In 1989, Crenshaw introduced the term intersectionality to the academy to demonstrate how U.S. structures, such as the... as mentioned in this paper, can be classified as intersectional.
Abstract: Grounded in Black feminist and critical race theories, legal scholar Kimberle Crenshaw introduced the term “intersectionality” to the academy in 1989 to demonstrate how U.S. structures, such as the...

128 citations

Cites background or methods from "Using Latina/o Critical Race Theory..."

  • ...Guided by the works of Lindsay Pérez Huber (2010), we capitalize Asian, Black, and other racially minoritized groups as a form of linguistic empowerment....

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  • ...We do not capitalize “white” to challenge hegemonic grammatical norms and “reject the grammatical representation of power capitalization brings to the term ‘white’” (Pérez Huber, 2010, p. 93)....

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Journal Article•DOI•
Undocumented, unafraid and unapologetic: Re-articulatory practices and migrant youth "illegality"

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Genevieve Negrón-Gonzales1•
University of San Francisco1
02 Jul 2014-Latino Studies
TL;DR: In this paper, the authors bring 18 months of ethnographic fieldwork with undocumented Latino youth activists in California into conversation with Stuart Hall's notion of re-articulation in order to identify three articulatory practices among undocumented youth -brokering illegality, staking a claim to "citizen" participation and breaching the code of silence.
Abstract: The lives of undocumented youth are fundamentally characterized by the legal and social contradiction that arises from growing up in the United States yet facing barriers to full participation in US society. As such, the production of migrant youth “illegality” is marked by both distinct forms of regulation and exclusion as well as a sustained connection to institutions central to US society. In this article, I bring 18 months of ethnographic fieldwork with undocumented Latino youth activists in California into conversation with Stuart Hall’s notion of (re-)articulation in order to identify three articulatory practices among undocumented youth – brokering illegality, staking a claim to “citizen” participation and breaching the code of silence. I argue that the tension between their juridical identities as undocumented migrants and their subjective identities as US-raised children has served as a catalyst to political action among undocumented youth activists in California.

82 citations

Journal Article•DOI•
The 20th-Year Anniversary of Critical Race Theory in Education Implications for Leading to Eliminate Racism

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Colleen A. Capper1•
University of Wisconsin-Madison1
13 Oct 2015-Educational Administration Quarterly
TL;DR: The authors conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication, and derived six primary, interrelated CRTs tenets from this analysis, and extracted from the publications explicit and implicit implications for leadership practice.
Abstract: Purpose: Though the first published application of critical race theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until Lopez conducted a CRT analysis of the politics of education literature in 2003. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this article asks, “How can CRT inform educational leadership to eliminate racism?” Research Method: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication, and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets. Findings/Implications: I describe each of the CRT tenets and explain how each can inform educational leadershi...

77 citations

Cites background from "Using Latina/o Critical Race Theory..."

  • ...Moreover, LatCrit theories have evolved to include related theories such as racist nativism (Huber, 2010), and Tribal Crit theories have evolved to include Indigenous Knowledge Systems (Brayboy & Maughan, 2009), critical indigenous pedagogy (Garcia & Shirley, 2012), and tribal nation building…...

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  • ...Moreover, LatCrit theories have evolved to include related theories such as racist nativism (Huber, 2010), and Tribal Crit theories have evolved to include Indigenous Knowledge Systems (Brayboy & Maughan, 2009), critical indigenous pedagogy (Garcia & Shirley, 2012), and tribal nation building (Brayboy, Castagno, & Solyom, Figure 1....

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  • ..., 2013; Khalifa et al., 2014; López, 2003; Valles & Miller, 2010). The concept of color blindness can be manifested in two ways: one, when educators claim to not see a student’s color or claim that race does not matter, and two, when educators do not realize the ways their school is not race neutral and reflects White culture and, in turn, when they expect students of color to assimilate to and blend into the existing White school culture. Across the CRT in educational leadership literature, five publications analyzed how color blindness perpetuates racism initiated by López (2003), who illuminated the color blindness of traditional political theory....

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  • ...Counter storytelling and majoritarian narratives A method of telling a story that aims to cast doubt on the validity of accepted premises or myths especially ones held by the majority; majoritarian narratives are also recognized as stories and not assumed to be facts or the truth Matsuda (1995); Ladson-Billings and Tate (1995); Tate (1997); Delgado (1995); Ladson-Billings (1998); Solórzano and Yosso (2001) Interest convergence Significant progress for Blacks is achieved only when the goals of Blacks are consistent with the needs of Whites Bell (1980a, 2004); Ladson-Billings (1998)...

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Journal Article•DOI•
Intersectionality, Race-Gender Subordination, and Education:

[...]

Angela P. Harris1, Zeus Leonardo2•
University of California, Davis1, University of California, Berkeley2
05 Apr 2018-Review of Research in Education
TL;DR: In this paper, the authors unpack intersectionality as an analytical framework and cite Black Lives Matter as an impetus for discussing intersectionality's current traction, and review the intersectional g...
Abstract: In this chapter, we unpack intersectionality as an analytical framework. First, we cite Black Lives Matter as an impetus for discussing intersectionality’s current traction. Second, we review the g...

71 citations

Cites background from "Using Latina/o Critical Race Theory..."

  • ...Ricoeur, P. (1975). The rule of metaphor. Toronto, Ontario, Canada: University of Toronto Press. Said, E. (1985). Beginnings: Intention and method. London, England: Granta. Sarcedo, G., Matias, C., Montoya, R., & Nishi, N. (2015). Dirty dancing with race and class: Microaggressions toward first-generation and low-income college students of color. Journal of Critical Scholarship on Higher Education and Student Affairs, 2(1), 1–17. Smith, A. L. (2006). Heteropatriarchy and the three pillars of white supremacy: Rethinking women of color organizing....

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  • ...Ricoeur, P. (1975). The rule of metaphor. Toronto, Ontario, Canada: University of Toronto Press. Said, E. (1985). Beginnings: Intention and method. London, England: Granta. Sarcedo, G., Matias, C., Montoya, R., & Nishi, N. (2015). Dirty dancing with race and class: Microaggressions toward first-generation and low-income college students of color....

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  • ...Its closest ally, LatCrit, highlights immigration status and how the ability to speak languages other than English play a central role in the marginalization of Latinx youth (e.g., Covarrubias, 2011; Perez-Huber, 2010; Yosso, 2005)....

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References
More filters
Book•
Discovery of Grounded Theory: Strategies for Qualitative Research

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Barney G. Glaser, Anselm L. Strauss
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.

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"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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Constructing grounded theory : a practical guide through qualitative analysis

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Kathy Charmaz
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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.
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Basics of qualitative research: Grounded theory procedures and techniques

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Pamela Jordan
01 Jun 1994-Journal of Pediatric Nursing
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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