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 article, the authors explore Gloria Anzaldua's notions of nos/otras (we, we/they, us/them), and conocimiento (knowledge with wisdom) as an example of thinking with other knowledges in civic praxis.
Abstract: This article invites imaginings of democracy and education with and through “other” knowledges. It argues for the possibilities of working across difference as articulated in the transnational, border, and decolonial perspectives of Chicana/Latina feminisms. Specifically, it explores Gloria Anzaldua's notions of nos/otras (we, we/they, us/them), and conocimiento (knowledge with wisdom) as an example of thinking with other knowledges in civic praxis. Notions of community and civic engagement are then examined through a personal testimonio stemming from early memories of participation in a civic organization's sponsored essay contest, “What my community means to me.” Testimonio is used to critique civic exclusions but also to reimagine and animate other knowledges in the development of conocimiento for redefining community and civic participation. Lastly, this article briefly explores one example of how local activists are building communities of civic praxis for racial justice. Latina/Chicana feminisms are...
5 citations
Cites background from "Using Latina/o Critical Race Theory..."
...Perhaps this presidential address has been a way to reimagine myself in your company, as I am trying to do in Ithaca, New York....
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...Perhaps I was drawing from a developing conocimiento to say I deserved to belong, not that it was already a reality....
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...…women’s and girls’ lives and educational experiences with Chicana/Latina feminisms has been long in the making and not without struggle (see, for example, Cervantes-Soon, 2012; Cruz, 2001; Delgado Bernal, Elenes, Godinez & Villenas, 2006; Dyrness, 2011; Pérez Huber, 2010, among many others)....
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...Perhaps my efforts in the essay contest to position myself in a narrative of belonging, even at that young age, was a radical politics stemming from the unarticulated counternarratives and the cultural and political funds of knowledge that informed my experiences as a young girl of Color....
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...For example, the work of theorizing Latina/Chicana women’s and girls’ lives and educational experiences with Chicana/Latina feminisms has been long in the making and not without struggle (see, for example, Cervantes-Soon, 2012; Cruz, 2001; Delgado Bernal, Elenes, Godinez & Villenas, 2006; Dyrness, 2011; Pérez Huber, 2010, among many others)....
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DOI•
01 Jan 2012TL;DR: Ferlis et al. as discussed by the authors examined the question how ESL teachers perceive the pre-reference process for identifying adolescent Latino English language learners with specific learning disabilities in two school districts with small ELL populations.
Abstract: ESL TEACHERS‟ PERCEPTIONS OF THE PROCESS FOR IDENTIFYING ADOLESCENT LATINO ENGLISH LANGUAGE LEARNERS WITH SPECIFIC LEARNING DISABILITIES By Emily C. Ferlis, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2012 Major Director: Yaoying Xu, Ph.D. Associate Professor of Special Education & Disability Policy School of Education This dissertation examines the question how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities? The study fits within the Latino Critical Race Theory framework and employs an interpretive phenomenological qualitative research approach. Participants were six secondarylevel ESL teachers from two school districts with small ELL populations. Data consisted of indepth interviews, researcher notes, and analytical memos. Phenomenological data analysis procedures followed recommendations by Colaizzi (1978) and Smith, Flowers, and Larkin (2009). Data validity measures included second-researcher review and member-checking. Results of the study are presented as descriptions of how participants perceived the prereferral processes for identifying adolescent Latino English language learners with suspected specific learning disabilities. Nine categories emerged from the interviews: (a) Characteristics and behaviors; (b) instructional supports and interventions; (c) progress-monitoring; (d) use of RTI;
5 citations
Cites background from "Using Latina/o Critical Race Theory..."
...The LatCrit framework considers the intersectionality of race, ethnicity, immigration status, and language (Pérez Huber, 2010) that impact prereferral processes for identifying adolescent Latino ELLs with suspected SLDs. 29 Latino ELL identification of SLDs through the perspectives of ESL teachers....
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TL;DR: In this article, a phenomenological exploration and description of particular aspects of living as an undocumented immigrant is described, including making sense of fixed limitations, the need to substantiate my worthiness, the embodiment of perpetual and pervasive fear, as well as my exploration of free will and the question of agency.
Abstract: This article is a phenomenological exploration and description of particular aspects of living as an undocumented immigrant. In lieu of a political or economic approach to describe the undocumented immigrant experience, the phenomenological method I utilize allows for a more intimate exchange. What follows, then, is a necessarily detailed and subjective—albeit partial—exploration of my lived conscious experience: making sense of fixed limitations, the need to substantiate my worthiness, the embodiment of perpetual and pervasive fear, as well as my exploration of free will and the question of agency. I explore the traumatic embodied experience and my growing capacity to tolerate dysregulated arousal states long after a legal change of status as well offer practice implications for those working with undocumented immigrants.
5 citations
TL;DR: This article explored the history of anti-immigration U.S. policies and their impact on social work practice with lawful permanent residents (LPR) and undocumented Latinx migrants in the United States.
Abstract: This paper explores the history of anti-immigration U.S. policies and their impact on social work practice with lawful permanent residents (LPR) and undocumented Latinx migrants in the U.S. Stringe...
5 citations
Cites background from "Using Latina/o Critical Race Theory..."
...A study by Pérez-Huber (2010) revealed that there are intersections between racism and nativism rooted in White supremacy that often result in the perception of immigrants as a socioeconomic threat to the U.S. Pérez-Huber, Benavides Lopez, Malagon, Velez, and Solorazano (2008) explain that racist…...
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01 Oct 2018
5 citations
Cites methods from "Using Latina/o Critical Race Theory..."
...This is following the work of Harris (2017) and Pérez Huber (2010)....
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...Available at http://digitalcommons.northgeorgia.edu/honors_theses/14 Pérez Huber, L. (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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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
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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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