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 2019
TL;DR: In this article, a case study examined how a specific Hispanic-Serving Institution (HSI) pursues an institutional equity agenda through interviews with sixteen full-time employees representing a two-year public institution of higher education in the Pacific Northwest, explored faculty and staff perceptions of the purpose of an HSI designation and the intentionality of serving Latina/o students.
Abstract: This case study examined how a specific Hispanic-Serving Institution (HSI) pursues an institutional equity agenda. Through interviews with sixteen full-time employees representing a two-year public institution of higher education in the Pacific Northwest, this study explored faculty and staff perceptions of the purpose of an HSI designation and the intentionality of serving Latina/o students. The literature review provides a historical context of MinorityServing Institutions (MSIs) and the role MSIs serve in higher education. Themes identified through an in-depth thematic analysis include knowledge and awareness of HSIs, serving and supporting students, access and opportunities, and sense of community. Findings revealed the Critical Race Theory tenets of liberalism, the permanence of racism, interest convergence, and a related white fragility in many college employees. Findings also indicated that faculty and staff (a) support serving all students, (b) lack knowledge, awareness, and reflection on how the institution serves Latina/os students, (c) confused equality with equity, and (d) made no connection with the HSI identity. Recommendations include in-depth professional development and training centered on cultural awareness, cultural competence, cultural differences and cultural disengagement; and HSI 101 workshops and open forums. An additional recommendation includes creating institutional definitions using CRT language as a foundation to build an institutional culture as an effective HSI.
3 citations
Cites background from "Using Latina/o Critical Race Theory..."
...Furthermore, findings on internalized racist nativism indicated the power of racist nativist ideologies, rooted in white supremacy, were transmitted and accepted by Latina/o youth, often at as young as elementary school-age, before becoming aware of a racial group identity (Huber, 2010)....
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...In another study, Huber (2010), highlighted critical race testimonios through racist nativism and Latina/o critical race theoretical (LatCrit) lens....
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...Huber (2010) adds that one of the most powerful elements of CRT in education is the ability to examine how multiple forms of oppression manifest in the educational experiences of People of Color....
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...In another study, Huber (2010), highlighted critical race testimonios through racist nativism and Latina/o critical race theoretical (LatCrit) lens....
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University of California, Irvine1, California State University, Channel Islands2, University of California, Riverside3, California State University, Sacramento4, San Francisco State University5, California State University, Fullerton6, California State University, San Bernardino7, California State University San Marcos8, California State University, Los Angeles9, California State University, Fresno10, University of California, Merced11
TL;DR: Enriquez, Laura E; Chavarria, Karina; Rodriguez, Victoria E; Ayon, Cecilia; Ellis, Basia D; Hagan, Melissa J; Jefferies, Julian; Lara, Jannet; Morales Hernandez, Martha; Murillo, Enrique G; Najera, Jennifer R; Offidani-Bertrand, Carly; Oropeza Fujimoto, Maria; Ro, Annie; Rosales, William E; Sarabia, Heidy; Soltero Lopez, Ana K; Valadez, Mercedes; Valdez
Abstract: Author(s): Enriquez, Laura E; Chavarria, Karina; Rodriguez, Victoria E; Ayon, Cecilia; Ellis, Basia D; Hagan, Melissa J; Jefferies, Julian; Lara, Jannet; Morales Hernandez, Martha; Murillo, Enrique G; Najera, Jennifer R; Offidani-Bertrand, Carly; Oropeza Fujimoto, Maria; Ro, Annie; Rosales, William E; Sarabia, Heidy; Soltero Lopez, Ana K; Valadez, Mercedes; Valdez, Zulema; Velarde Pierce, Sharon
3 citations
TL;DR: The authors explored my experiences as a Latina/Chicana educator from the borderlands of South Texas, and acknowledged my innermost battle with identity through my own testimonio.
Abstract: This paper explores my experiences as a Latina/Chicana educator from the borderlands of South Texas and acknowledges my innermost battle with identity through my own testimonio. The purpose is to r...
3 citations
Cites background from "Using Latina/o Critical Race Theory..."
...Another theoretical framework stemming 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 (Huber, 2010, p. 77)....
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...Critical Race Theory (CRT) in education provides researchers with a tool to examine howmultiple forms of oppression can intersect within the lives of people of color and how they “manifest in our daily experiences to mediate our education” (Huber, 2010, p. 77)....
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TL;DR: The Testimonio Study Group (TSG) as discussed by the authors is an emergent, growing, and open-ended research collective whose members have been Texas residents with strong ties to the state.
Abstract: We write this book review as the Testimonio Study Group (TSG). The TSG is an emergent, growing, and open-ended research collective whose members have been Texas residents with strong ties to the ed...
3 citations
Cites background from "Using Latina/o Critical Race Theory..."
...Delgado Bernal’s insights (1998, 2002) about students of color as creators of knowledge proved prophetic in the development of the edited volume because it is precisely her students, forged together within a larger group of scholars of color, who later advanced Chicana feminist research epistemology (Calder on, Delgado Bernal, P erez Huber, Malag on, & Nelly V elez, 2012, Delgado Bernal, Burciaga, & Flores Carmona, 2012b) and emphasized testimonio as an associated research methodology (e.g., Cruz, 2012; Delgado Bernal, Burciaga, & Flores Carmona, 2012a; Guzm an, 2012; Perez Huber, 2009, 2010; Saavedra, 2011)....
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...…Bernal, P erez Huber, Malag on, & Nelly V elez, 2012, Delgado Bernal, Burciaga, & Flores Carmona, 2012b) and emphasized testimonio as an associated research methodology (e.g., Cruz, 2012; Delgado Bernal, Burciaga, & Flores Carmona, 2012a; Guzm an, 2012; Perez Huber, 2009, 2010; Saavedra, 2011)....
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01 Jan 2021
TL;DR: In this paper, the authors connect their social and political subjectivities as white scholars with their dedication to the dismantling of structures of whiteness within higher education in order to present one way to transform institutions, and make the case that it is the shared responsibility of white leaders across the spectrum of higher education to take action against the racialized policies and norms that privilege white people by examining and abolishing institutional structures that support whiteness.
Abstract: For more than a century, students and higher education leaders, practitioners, and scholars have imagined and implemented strategies to subvert racism and advocate for racial equity within U.S. higher education. However, racist campus climates and exclusionary practices persist because institutions of higher education themselves are structurally rooted in whiteness and white supremacy. In this chapter, the authors connect their social and political subjectivities as white scholars with their dedication to the dismantling of structures of whiteness within higher education in order to present one way to transform institutions. Through the presentation of theoretical and practical examples, they make the case that it is the shared responsibility of white leaders across the spectrum of higher education to take action against the racialized policies and norms that privilege white people by examining and abolishing institutional structures that support whiteness. Ultimately, the fight for equity and justice in higher education must center the challenging of structural manifestations of whiteness.
2 citations
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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