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 Nov 2019
TL;DR: This paper explored how first-generation college students navigate through the educational realm that is built upon coloniality and showed how multiplicative forms of marginalization to which Chicana/o/x college students are subject inform their academic trajectory and empowerment.
Abstract: This article explores how Chicana/o/x [i] first-generation college students navigate through the educational realm that is built upon coloniality. Drawing on four testimonios , we show how multiplicative forms of marginalization to which Chicana/o/x college students are subject inform their academic trajectory and empowerment. The article focuses on four main sources of oppression—class (capitalism), familial immigrant documentation status (racist nativism), disability (ableism), and sexuality (heteronormativity)—and how Chicana/o/x students turn them into sources of self- and community- empowerment. Employing Chicana feminist perspectives and intersectional approaches further allows us to reveal sociopolitical and cultural processes that limits Chicana/o/x students’ access to resources and opportunities and how these processes inform the ways in which these individuals proactively achieve and represent the Chicana/o/x Promise of hope, resistance, and success.
1 citations
01 Dec 2016
TL;DR: Thesis (M.A., Education (Curriculum and Instruction), California State University, Sacramento, 2016 as mentioned in this paper, Section 7, Section 5.1, Section 7.
Abstract: Thesis (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2016.
1 citations
1 citations
09 Nov 2012
TL;DR: In this article, the authors assessed the need for learning organizations to implement evidence-based policies and practices designed to enhance the academic and social success of Hispanic learners and found that the exponential growth in the Hispanic student population that has already occurred in the Southwest, and is projected to occur in many other parts of the country, will require institutions to become, or remain, Hispanic friendly learning organizations.
Abstract: The study assessed the need for learning organizations to implement evidence-based policies and practices designed to enhance the academic and social success of Hispanic learners. Descriptive statistics and longitudinal data from the National Center for Educational Statistics (NCES) and the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) were used to identify trends that have impacted educational institutions over the last decade. NCES enrollment projections were then identified to be used as policy indicators leading to evidence-based strategic planning. The exponential growth in the Hispanic student population that has already occurred in the Southwest, and is projected to occur in many other parts of the country, will necessitate evidence-based leadership practices if institutions are to become, or remain, Hispanic friendly learning organizations. EVIDENCE-BASED LEADERSHIP PRACTICES 3 Coupling Changing Student Demographics with Evidence-Based Leadership Practices: Leading Hispanic Friendly Learning Organizations Rapidly changing student demographics in the very near future will pose both challenges and opportunities for educational institutions across the country. The Hispanic student population enrolled in elementary and secondary public schools is currently large and continues to grow rapidly. Garcia and Jensen (2009) found that “Young Hispanic children are not only the largest racial/ethnic group in the U.S., but also the youngest and fastest-growing” (p. 3). The Hispanic student population enrolled in elementary and secondary public schools is projected to increase nationally by 25 percent between 2010 and 2020 (NCES, 2011). It is important that educational institutions proactively prepare respective policies and leadership practices to meet the changing student needs associated with this substantial demographic shift in student populations. It is likely that both the lessons learned through both the academic failures, and the successful, evidence-based policies and practices that were implemented in fast growth states, could benefit additional states on the verge of substantial student enrollment shifts. A recent national study (ACT, Inc., 2010) on the retention of Hispanic learners in community colleges with at least 20% Hispanic student population detailed the importance of placement based on test scores, tutoring, and developmental coursework. Descriptive statistics and longitudinal data from the National Center for Educational Statistics (NCES) and the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) identified trends that have impacted educational institutions over the last decade. Many states across the country are projected by NCES to experience substantial growth in their respective Hispanic student populations between 2006 and 2018. Such substantive growth will necessitate a culturally relevant pedagogy instituted as a result of evidenced-based leadership practices. EVIDENCE-BASED LEADERSHIP PRACTICES 4 Figure 4. Projected percentage change in enrollment in public elementary and secondary schools, by state: Fall 2008 through fall 2020 NOTE: Calculations are based on unrounded numbers. Mean absolute percentage errors of enrollment in public elementary and secondary schools by state and region can be found in table A-7, appendix A. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “State Nonfiscal Survey of Public Elementary/Secondary Education,” 2008–09; and State Elementary and Secondary Enrollment Model, 1980–2008. (This figure was prepared February 2011.) Study findings such as the U.S. Department of Education published What Works for Latino Students (2000) provide leaders with evidence-based practices that positively impact the achievement of Hispanic learners. Recommendations include providing parental access to EVIDENCE-BASED LEADERSHIP PRACTICES 5 social services and community resources, ensuring Latino presence among professional staff, providing leadership opportunities for Hispanic learners, ensuring a balanced integration of Latino cultural awareness in the curriculum, and the development of strong Hispanic student support networks. In a similar study, Madrid (2011) found several variables related to student achievement among Hispanic learners. In accordance with the study, related variables included
1 citations
Cites background from "Using Latina/o Critical Race Theory..."
...According to Perez-Huber (2010), highly successful undocumented Chicana undergraduate college students strongly benefited from the various forms of capital they received from their parents, extended families, and their communities....
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TL;DR: The authors examined institutional websites and key administrator interviews to examine institutional policies and practices centering on displaced learners in public higher education institutions in Houston, Texas, and Sacramento, California, and found that the essentialization of marginalized populations obscures the unique needs of these individuals.
Abstract: Despite welcoming millions of displaced individuals over the past 50 years, there is limited policy consideration of US higher education access for displaced learners. This study threads together Critical Race Theory and racialized organization theory to examine institutional websites and key administrator interviews to consider institutional policies and practices centering on displaced learners – refugees, asylees, and Temporary Protected Status holders – in public higher education institutions in Houston, Texas, and Sacramento, California. The findings capture how the essentialization of marginalized populations – through a lack of engagement with displaced learners and limited data on displaced populations – obscures the unique needs of these individuals. Additionally, the findings point to how institutions work to center displaced students, despite policy voids. These findings expand the literature on displaced learner access to US higher education beyond students to focus on the role of institutions, providing a foundation for considering more equitable institutional policy and practice.
1 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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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)....
[...]