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 2014
2 citations
TL;DR: In this article , a longitudinal qualitative study of Latina college students who were members of a Latina mentoring program at a 4-year Hispanic-Serving Institution (HSI) in Texas, where they made up the largest student population since 2013.
Abstract: This is a longitudinal qualitative study of Latina college students who were members of a Latina mentoring program at a 4-year Hispanic-Serving Institution (HSI) in Texas, where they made up the largest student population since 2013. Guided by Chicana feminist epistemology and intersectionality, we discuss educational experiences students had during high school as they considered their college path, when enrolling in an HSI, and during college. We explore the following research question: How did intersectional experiences shape the educational trajectory of Latina undergraduates enrolled at an HSI? We identify how multiple forms of oppression and social identities shaped the high school experiences of Latinas and learned how they found belonging at an HSI by finding spaces and individuals who validated their intersectionality. Through this study, we demonstrate why Latina student intersectionality—not only while in college but prior to enrolling as well—is important for researchers and educational leaders to consider.
2 citations
01 Jan 2018
TL;DR: A multi-case study was conducted to discover the common family values of Latino families living in Chicago that were passed down from the parent to the child and how those values may have enabled the child to complete a four-year college degree as discussed by the authors.
Abstract: The purpose of this multi-case study is to discover the common family values of Latino families living in Chicago that were passed down from the parent to the child and how those values may have enabled the child to complete a four-year college degree. This study employed a multi-case qualitative study design. The participants were 12 Latina/o parents in Chicago who had at least one child who had graduated from a four-year college. Data were collected from interviews, field notes, and documents. A pattern-finding approach was used for data analysis. In this study, all participants shared family values that they believed were important to teach their children. Half of the participants each said that faith and respect were important family values. Threefourths of the participants reported that their method of teaching their children these values was by modeling the behavior or by setting an example. Half of the participants reported that their children faced discrimination at some point during school. Of the 12 participants, 10 reported how they believed the family values they taught their children helped them overcome discrimination and other hardships.
2 citations
Cites background or methods from "Using Latina/o Critical Race Theory..."
...Research has shown that Latinas/os face discrimination in education (De Luca & Escoto, 2012; Pérez Huber et al., 2008; Pérez Huber, 2010; Gonzalez et al., 2012; Próspero et al., 2012; Yosso et al., 2009)....
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...…be remiss to neglect using LatCrit as the lens for qualitative research (Delgado, 2002), especially when considering the racial implications (Pérez Huber, 2010; Solórzano & Yosso, 2001) of researching Latinas/os who have graduated from college when relatively few do so (Pew Hispanic Center, 2012)....
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...This lens allows researchers to examine how race and racism affect every area of education (Delgado Bernal, 2002; Pérez Huber, 2010; Solórzano & Yosso, 2001)....
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...Out of the classroom, CRT seeks to identify and transform ways that racism affects educational institutions (Pérez Huber, 2010; Solórzano & Ornelas, 2004; Solórzano & Yosso, 2001; Villapando, 2004)....
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...LatCrit extends this focus to include the intersectionality of race with class, gender, language, ethnicity, and immigration status (Irizarry, 2012; Pérez Huber, 2010; Ramirez, 2013; Solórzano, 1998)....
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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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